The University RecordVolume III APRIL IQI7 Number 2THE STUDY OF LITERATURE AND THEINTEGRATION OF KNOWLEDGEBy R. G. MOULTONHead of the Department of General LiteratureIt has always seemed to me a graceful thing on the part of the University of Chicago, when it has the whole world outside to draw uponfor its Convocation orators, at times to invite members of its ownFaculty to speak, in the presence of colleagues, students, and friendsof the University, upon topics that appeal to their individual point ofview. It thus falls to me today, representing the Department of GeneralLiterature — a department, I may say, which in some ways is differentfrom any department in other universities — to offer some suggestions onthe relation of the study of literature to the rest of the field of knowledge.IIf we put together the classical literature of Greece and Rome, theliterary output of the Middle Ages, and the literatures of the modernnations that have branched out from the mediaeval unity of Europe, weevidently get a field of literature wide enough to make it safe to lookfor principles of literary evolution. Surveying this field, we note thatin primitive life poetry covers the whole field of thought. I use the term"poetry" here, as always, in the sense of creative literature; its antithesis is prose, not the rhythmic style so called, but the prose that limitsitself to the discussion of what actually exists. In primitive life whatinstinct of discussion there is takes a creative form: the myth is theembryo of the future science; the proverb is the embryo of the coming899° THE UNIVERSITY RECORDphilosophy. In due time the instinct of discussion strengthens andgradually evolves its proper medium of prose: the history (of natureand events) that observes, the philosophy that correlates, and the oratorywhich, as exposition, adapts results to varying audiences. Such poetryand prose suffice for ancient literature. But when, after the parenthesisof the Middle Ages with their entirely different scholastic philosophy, thethought-processes of the ancient world are continued, they are continuedwith a difference. The invention of printing has made unlimited provision for records; above all, the experimental method, unknown toantiquity, has enormously accelerated the pace of discovery. This makesthe "New Thought" of the Renaissance. One of the most marked features of this New Thought is the division of labor and specialization: thecontinual differentiation of new and ever minuter fields of inquiry. Thisbrings with it a new medium of expression, as different from prose asprose is different from poetry. It may be called "technical literature":each specialty has technical terms and a technical nomenclature of itsown. Such expressions may be repellent to the general reader: in eachspecial field they are essential as the shorthand of thought. The technical terms have a sort of algebraic flavor, substituting for literary wordsand phrases, which are pregnant with suggestions and polarized withassociations, new terms as lifeless as a, b, c. In due time the results ofthe various specialties have to be correlated and built into a body oforganic thought. There is then a reversion to pure literature. Whenwe compare a Herbert Spencer with a William James, a historic excursuswith a Macaulay's history, we note the invariable concomitant of thegeneral treatment in the literary style; this literary style is not anaccessory intended to catch the multitude, it is nothing less than anindex pointing to the integration of thought.But this process of specialization reaches a particular point at whicha halt has to be called. By the constitution of the New Thought nothingwhatever can be excluded from the field of inquiry. Now, there is onesubject of observation which by its very nature is incompatible withspecialization. And this is a thing familiar to everybody: only I donot know that there is any universally accepted term to express it, unlesswe use the word "Life." I mean Life with a capital L. It is what wehave in mind when we say that we are going out to "see Life." It iswhat the speaker in the Latin play meant when he said that, humanhimself, he considered all humanity his province. And when the modernpoet lays down thatThe proper study of mankind is Man,LITERATURE AND THE INTEGRATION OF KNOWLEDGE 91he does not mean anthropology; he means Life. What defines this Lifeis its synthetic character, and for this reason it is incompatible withspecialization. Many sciences touch Life, but by their constitution assciences they can deal with only one aspect of Life at a time. Etymo-logically, biology should mean the science of life: what it actually meansis science of the physical basis of life. Sociology can deal with life onlyin aggregations. Ethics and psychology yield general principles of life;but they need to be supplemented with a distributive ethics and psychology before they can overtake the personality which is such an elementin synthetic Life. Hence the medium for this study of Life reverts fromscience to literature. The literature required is literature in the mostgeneral sense, including poetry and fiction, including the floating literature of journalism. It must extend to the most frivolous society paper:for the instrument of reflection must not admit restrictions foreign to thething surveyed, as you cannot measure spherical angles with plane rules.And all this is precisely what Matthew Arnold means when, having firstlaid down that criticism signifies the seeing things as they really are, hedefines literature as the "criticism of life." It appears then that generalliterature, besides being the natural organ for the integration of thought,has in this one case a specific function: it serves as the only possiblescience and practical art of Life.We may reach a similar result by a different route. When I definedthe field of survey I was speaking in the spirit of the Renaissance, whichhad for its creed, "There is One Literature and Aristotle is Its Prophet!"Aristotle is indeed the founder of the study of literature; but Aristotle isone thing, the use made of Aristotle by the Renaissance quite anotherthing. It would seem as if the world had only in the last few yearswaked up to the obvious fact that Aristotle's formulation of literarystudy was an 'induction from a single particular — the one literature ofthe Greeks, who knew no other. Aristotle could hardly be expected tolegislate for the modern literatures as yet unborn. Yet there was oneliterature in Aristotle's day — if he had only known the fact — which wasat once the peer of Greek literature in excellence and wholly diverse inkind, thus offering ideal conditions for the application of the comparativemethod. Greek drama is from first to last conditioned by the theater:the Hebrew people had no theater, and the rhapsodic drama of the Bibleis projected wholly in the world of the spiritual. Greek epic reflects aHomeric civilization materially different from that of historic Greece:the stories of the Bible voice the transition from the family to the stateand are merged in the body of the national history. There can hardly be92 THE UNIVERSITY RECORDtwo things more unlike than Greek verse and Greek prose: the Hebrewlanguage rests its verse system upon a parallelism of sentences which isa marked feature of oratorical prose, involving an overlapping of whatwe are obliged to call verse and prose, like the union of recitative andtime bars in music, and affording an elastic medium of expressionwhich reflects every shifting shade of thought. If Aristotle could onlyhave known the literature we call the Bible, the Poetics would havebeen a different book, and three centuries of criticism with theirebbing and flowing tides of controversial confusion might have beenspared us.At this point I feel impelled to a digression. I am representing thestudy of general literature: I wish to speak of the immense difficultiesthat confront it; not difficulties in the nature of the subject, which itwould be the proper business of the study to overcome, but gratuitousdifficulties thrown in its way by perversities of external circumstances.I recognize three revolutionary accidents, if I may so term them. Literature necessarily involves specific literary forms — epic, lyric, drama, essay,history, oratory, and the like: these literary forms are the key to literaryinterpretation. In the case of the Bible, these literary forms were sweptout of existence in the centuries which separate us from the originalauthors of biblical literature. The story is a simple one, yet seems to belittle known. We live in an age in which the printed page reflects soexactly variations of form that we need to give as little attention to formas to the attraction of gravitation. We are likely to forget that manuscripts of all languages prior to about the first or second century of theChristian era were wholly destitute of form: pages covered with alphabetical letters not divided into words, still less into sentences, with nodivisions of speeches in dialogue or names of speakers, or differences ofverse and prose. In manuscripts of this kind all literary forms, fromstraightforward narrative to brilliant dialogue, would look exactly alike.But a difference arises. Greek or Indian manuscripts were in the handsof literary men, who in spite of the manuscripts were keenly sensitiveto niceties of form: when the advance came in the art of writing thatmade the written page vary with the form, the form these men gave totheir literature was its proper form, Homer coming out as epic, Sophoclesas drama. But at the corresponding period the Bible was in the custodyof men who were anything but literary: scribes and rabbis to whom theBible was material for commentary, each clause a subject for disquisition,as we know that the shortest text may begin the longest sermon. Accordingly, when the advance in the art of writing reached them the form theyLITERATURE AND THE INTEGRATION OF KNOWLEDGE 93gave to their Bible was that of numbered texts for comment, and inthis form of texts for comment it has come down to us. Thus modernBibles are a misrepresentation of the real Bible; a double misrepresentation, at once lacking the literary forms of song or dialogue essential forinterpretation, and stamping the whole with the appearance of numbered texts and chapters which does not belong to the original literature,but was the creation of mediaeval commentators. Yet the culturedworld of today ignores all this: it studies its Bible in an arrangementthat is not literary but (shall we say) dosological; it is content to takeits spiritual food in the perverse form of text-pills.Scholars, it will be said, know better. They do; but here arises thesecond of the revolutionary accidents. The modern vivification ofmethod struck the study of history a full generation before it struck thestudy of literature. Hence, in the case of the Bible, the historic analysiswhich goes below the literary surface of Scripture to the earlier documents from which much of it was compiled. This "higher criticism" hasachieved great results in its proper province, which is Semitic history:its effect on literature has been unfortunate, as diverting general culturefrom literature to history, and favoring what is a besetting temptationof the study of literature at all times — the temptation to substitute thestudy of literary origins, which is one thing, for the study of the literature itself, which is another thing altogether.Of course, the matter of this Bible has always engrossed the generalmind; it has worked wonders and laid the foundations of our modernspiritual life. Unfortunately, it has gone farther than this: it has alsolaid the foundation of the theological and ecclesiastical systems thatconfront each other in intrenched camps. And the effect of this — if wemay interpret men's minds by their actions — is as if it were said: Ratherthan let biblical literature be taught by followers of the wrong orthodoxylet us leave it out of higher education altogether! This is the third ofthe external obstructions in the way of literary study. It is as if wewere to call upon our Department of Public Speaking: Stage for us theplay of Hamlet; put your best work into it, and spare no expense; onlywe might suggest whether it would not be well to omit the part of Hamletbecause the critics are so terribly divided over that question.In view of all this it becomes necessary to insist at every opportunitythat there can be no true study of literature in the foundation of whichbiblical does not stand on equal terms with classical literature. The culture of our modern world, notwithstanding its self-complacency, needsreminding that it is in truth- only a half-baked culture, affecting the94 THE UNIVERSITY RECORDlanguage of breadth and completeness when all the while a major factorin its evolution has been altogether ignored.I return to the main thread of my argument. When from the presentpoint of view we examine the Bible a curious note is observable. Outsidethe Bible what is more important than philosophy ? Inside the Biblethe word never occurs; or it occurs only in a few scattered passages,evidently referring to something external, which is treated with scantrespect. Yet Scripture is full of what seems like philosophy, only it iscalled by a different name — the name "wisdom." All this seems toconfirm the distinction previously made between the philosophy of Lifeand other philosophy; and it provides a name for the philosophy ofsynthetic life, for biblical "wisdom" is the devout contemplation of life,as distinguished from analysis. And so when at one point Ecclesiastesturns analysis upon the totality of things, the word "wisdom" disappears, and in the hopelessness of results "vanity" takes its place.As was to be expected, the expression of this wisdom covers the wholerange of literature, creative and discussional. There is especially themagnificent personification of "Wisdom" which is the dominant note;not to speak of another personification which moves furtively throughthe Wisdom Books, as the "Strange Woman" suggests the idea of Sinas a "foreigner" in God's good universe. Perhaps the greatest contribution of this branch of world literature is this personified Wisdom, suggesting by a creative touch what might be difficult to formulate — theidentification of the world within with the world without, and fosteringa passionate devotion to goodness, like the poet's adoration of his muse,the man's love for the woman of his choice.Of course, wisdom in this sense belongs to other literatures. Itmakes a notable part of oriental literature. It pervades modern literature, all but the name. What else is the characteristic poetry of suchas Wordsworth and Browning? What is satire but the comic side ofwisdom, realities of life casting strange shadows when the light of wisdom is flashed on them ? Classical literature begins with its seven wisemen, and votaries of wisdom are to be traced at intervals from Cal-limachus to Marcus Aurelius; though the delimitation of wisdom inclassical literature is made difficult by a disturbing force — the "rhetoric,"as the Greeks understood the term, which is preparation for public life.Above all, Greek literature, with its continuation in the modern world,extends to the whole range of philosophy, with analysis for analysis' sake.The Bible, on the other hand, is a closed circle of thought; and theinteresting thing is that this closing of the circle seems to coincide exactlyLITERATURE AND THE INTEGRATION OF KNOWLEDGE 95with the separation between the philosophy of life and all other philosophy. This, to my mind, lends a fascinating interest to a single well-known passage in the Wisdom of Solomon. The imaginary Solomon ismade to say that, while he was willing to sacrifice everything for thesake of obtaining wisdom, yet in fact with wisdom all other things cameto him:An unerring knowledge of the things that are: to know the constitution of theworld and the operation of the elements; the beginning and end and middle of times;the alternations of the solstices and the changes of seasons; the circuits of years andthe positions of stars; the natures of living creatures and the ragings of wild beasts;the violences of winds and the thoughts of men; the diversities of plants and thevirtues of roots. All things that are either secret or manifest I learned: for she thatis the artificer of all things taught me, even Wisdom.You stand on the dock and watch drifting away by almost imperceptible stages the ship which is bearing your friend on his long voyage intounknown regions. So in this passage I seem to see Wisdom consciousof the Philosophy that has just begun to part from her; and in the veryswing of the clauses we have an adumbration of the special sciences tocome.The more widely then the field is surveyed the more clear appearsthe double function of literature: it makes the natural medium for theintegration of thought and the special organ for the study of life.Now, specialization and generalization are the very systole and diastole of thought; upon the rhythmic alternation of the two depends itssanity and wholesomeness. As Bacon says, no perfect discovery canbe made upon a flat. Discovery you can make upon a flat, and downbelow the surface to any distance. But such discovery remains imperfect discovery: it cannot reach its real value until it has been correlatedwith other and previous discoveries, and to obtain such integration youmust — in Bacon's figure — ascend to the higher, that is, the more generalknowledge. Specialization is a means to an end, not an end in itself;and the end to which it is a means is integration. Or is it — as the language we sometimes hear would suggest — that we have in this agereached a stage beyond perfection, as Bacon saw perfection ? that wehave floated into a millennium of the pluperfect in which pure specialization will go ringing like an unresolved discord in music through the ages ?Must the old rhyme be rewritten ? —There was an ape in the days that were earlier;Year followed year, and his hair it grew curlier;Centuries added a thumb to his wrist:He was a Man, and a Spe-ci-al-ist!96 THE UNIVERSITY RECORDIt will be said that philosophy, as the scientia scientiarutn, has theoffice of correlating the separate sciences into an integration. It isindeed a most important part of the work of philosophy thus to correlatestudies into a unity, and to criticize schemes of things which have comedown to us from the past. But if philosophy does this in its capacityas scientia scientiarum, is there not danger that something of scientificrestrictiveness will be insinuated into the integration itself? Weendeavor, with the aid of Comte and his successors, to organize a fieldof learning in carefully digested departments of study. But the troubleis, who is to take care of the things which tend to elude our system inthe interstices between the departments ? the things that touch severaldepartments with varying values in each ? Will this university be willing, in addition to the existing chairs, to found one more — the chair of"Inter-Departmental-Interstitial Knowledge" ? Or, if this is not acceptable, can we appoint a Professor at large, whose field of study should haveno further definition than "things in general" ? If the chairs be established, the incumbents will be likely to find themselves overworked. Iunderstand, of course, that philosophy deals not only with things, butwith the values of things. But what instrument has scientific philosophyfor overtaking the fluctuating perspective of values that comes in assoon as human life is made part of the field to be surveyed ? All this,which seems so difficult to reach from the side of theory, makes the verybreath of life for creative literature.And here I might' remark that too limited an idea seems held in somequarters as to the meaning of the term "creative literature": as if itimplied only the feigning of incidents and personages that had no existence in fact. Such constitutes only a part of creative literature, nordoes this indicate its relations with fact. Poetry can deal with things offact, but it must deal with them in its own creative way: epithets thatare suggestive and not defined; personifications with all degrees ofshading; descriptive touches that make their appeal to the sense ofbeauty. Virgil's Georgics is a manual of practical farming and horticulture; but it differs fundamentally from such a manual as wouldemanate from one of our agricultural colleges. We need go for illustration no further than the opening line:Quid faciat laetas segetes ....The agricutural college would never have passed that epithet laetas, asintroducing ideas altogether foreign to its province. It would have useda very different term — perhaps some member of the Latin Departmentwill help me out — some piece of terse Latinity implying the combinationLITERATURE AND THE INTEGRATION OF KNOWLEDGE 97of botanically perfect and economically profitable. The laetas is a glimmering hint of what appears as a finished picture in the Hebrew poemwhich fancies the cloud paths of Deity dropping fatness:They drop upon the pastures of the wilderness:And the hills are girded with joy.The pastures are clothed with flocks:The valleys are covered over with corn;They shout for joy, they also sing.Yet to introduce this poem into the opening sentence of the Georgicswould be to strike a false note, for creative poetry must discriminateshadings of values as between the hint and the full picture. Creativeliterature is itself an integration between the reactions we call facts andthe reactions we call beauty. It is only when philosophy as scientiascientiarum joins hands with wisdom and its creative interpretation oflife that the full integration of knowledge becomes possible.IIBut it is high time that I should turn to the other side of the subject.The study of literature itself: is it adequate to the part it is called uponto play in the whole field of thought ? May it be that the antidote isitself infected with the poison ?It certainly seems as if the study of literature, as it is, was a conspicuous example of specialization unattended by a corresponding integration. In the academic field, and the general culture influenced bythis, it seems as if the study of literature was organized in water-tightcompartments: one set of students occupied with English literature,another with Greek, or French, or German, without provision for thegrasp of the "literature" which is common to all. What would bethought of a university in which the provision for philosophy was anarrangement by which one set of persons read philosophic works inEnglish, another philosophic works in German, another philosophic worksin Latin ? There would be much philosophic study, but hardly a studyof philosophy. It is no answer to point to similar divisions of the naturalsciences. For, different as may be the daily tasks of the chemist, thegeographer, the psychologist, the votaries of these sciences are fully conscious, and conscious all the time, that the "nature" they are studyingfrom so many different angles is one and the same. Is there anythingcorresponding to this in the other division of the field ? Possibly, forwant of a better, the word "civilization" might be recognized as thecommon bond of the humanities. But the study of literature is organizedon the basis of languages, which are the great dividing force; in the98 THE UNIVERSITY RECORDseparate study of Italian, German, and Greek literature it is the surfacevariations that are being emphasized, not the common civilization underlying them all. The combination, one after another, of all these separatedepartments is impossible to the individual life; were it possible, thiswould not be the actual study of literature, but only the gathering ofmaterials for such study; a parallel error would be to seek the study ofEnglish history by reading through local histories of the forty-two English counties. In matters of this kind the whole is a different thing fromthe aggregation of the parts.The thing required is the recognition of "world literature." Thisdoes not mean the impracticable totality of things which is properlytermed "universal literature." World literature is universal literatureseen in perspective from a single point of view — the standpoint of theobserver's civilization. It is the perspective that is the essential thing.It may be compared to the different treatment of particular features ofnature as seen in the science of geography and the art of landscape. Themountain, the lake, the meadow, and the pond must be viewed bygeography in their actual dimensions; in landscape a point of view istaken from which these things shift their apparent proportions. Whatseems a point of snow on the horizon is really a mountain ten thousandfeet high; had it been less than ten thousand feet high it would from itsdistance disappear from the landscape altogether. Thus the factors ofworld literature are two: intrinsic literary importance and the relationof anything in literature to the pedigree of the student's civilization.World literature is quite a different thing to the Englishman and theChinese. There is difference in world literature as it is seen by theEnglishman, the Frenchman, and the German. But in this case the difference affects only the detailed arrangement of the parts, not the impression of the whole. All these three civilizations have a commonbasis in the union of Hellenic and Hebraic; they have all passed throughthe unity of the Middle Ages; when after this they have branched outinto different nationalities they constitute together a common readingcircle, each particular reader laying stress upon what is nearest to him,but all uniting in recognition of what is common. And world literaturein this sense is not to be thought of as something crowning a long courseof education: it belongs to each educational stage, elementary oradvanced, and determines the scale according to which particular thingsare studied. For all of us, younger or older, Homer is more importantthan Chaucer or Dryden; the Bible more important than any othersingle thing; at once more important and calculated to arouse a morepowerful literary reaction.LITERATURE AND THE INTEGRATION OF KNOWLEDGE 99For a long time there has been an approach to this idea of worldliterature. Leading universities have had their departments of comparative literature; and I regard it as a notable thing that recently theAssociation of Universities of the Middle West has made the decisionthat comparative literature ought to have a place in college studies.But "comparative literature" is an unfortunate term; it may rightlydescribe a specific piece of work, but it is not a good name for a department of study. How would our departments of mathematics, of history,like to hear themselves styled as "comparative mathematics," "comparative history" ? Comparative literature is at best a transition stage;it suggests conviction of sin rather than the salvation to which this is tolead. Only with the recognition of world literature does the true studyof literature take its beginning.But there is another point in the constitution of literary study thatgoes much more deeply into the roots of things and is proportionatelymore difficult to state. Does the present constitution of the studyattain the true balance between poetry and prose, creative literature andliterature of discussion ? Even in academic thinking, much more in theworld outside, we hear a clamor for studies "founded on fact." I oftenwonder what is the exact idea here attached to this word "fact." Theman in the street has no difficulty about it: fact is truth. But fact isnot truth, if for no other reason, because facts are always particulars, andtruth is general; facts are raw material that can be manufactured intotruth. But they are also raw material that can be manufacturedinto falsehood: witness the campaign literature of the wrong politicalparty, monstrously false, yet founded on statistics, and statisticsare facts. And particulars which are not facts can have their place inthe manufacture of truth or falsehood. The distinction between theparticulars we call facts and others is that facts are particulars whichhappen to have happened: other particulars might, would, must happenunder the proper conditions. The distinction is as old as Aristotle, and"foundation on fact" turns out to be "foundation on accident." By amost unfortunate confusion of words the common antithesis to "fact"is "fiction." The two words have no relation to each other: fact is aterm of science; fiction is a term of literature. The true antithesis tofiction is the studies that limit themselves by facts, whereas fiction admitsall relevant particulars. Biography is one of these studies that aresupposed to limit themselves by facts. Place side by side a biographyand a work of fiction in biographic form, like Pendennis or Esmond. Inthe biography the allegiance is to fact; though it contains much of generaltruth it also contains a number of unrelated particulars, inserted because100 THE UNIVERSITY RECORDthey happened to the hero of the story. In the fiction there is no motivefor introducing unrelated particulars; it need admit nothing that is notdeemed relevant to general truth. The fiction comes out truer than thebiography, in the sense of containing proportionately more of truth.But there is another point that is best brought out by analogy.Fiction is the experimental side of the science of life: creative literatureis, in the humanities, what experiments are in the natural sciences. Forwhat exactly is scientific experiment ? It is a particular kind of observation: observation of material expressly arranged for observation.How would the simplest chemical combination be brought home to thisaudience if the chemist were denied the use of experiment ? He mustdrag his audience away to some place where the particular combinationhappened to be going on in nature; arrived at the place, he must waituntil a change of weather, or something of the kind, should bring aboutthe required atmospheric pressure and electric shock. Instead of this,the expositor of chemistry "makes up" an experiment: getting what hewants away from the rest of nature into his chemical apparatus, andby an artificial manipulation of this apparatus bringing about the furtherconditions. Similarly, the poet or novelist may ignore the irrelevantand select what of life is calculated to reveal the truth. The analogyis one to be pressed. In all things of the kind there are two stages: thegathering together of data and a reaction from these data. Alike theexperimenter of science and the poet or novelist have arbitrary freedomas to what data they may choose to bring together: when the data areassembled, each is a helpless reporter of the reaction that ensues. But,it may be objected, the novelist may report the reaction wrongly. Somay the chemist. Controversies arise in science, not from the facts ofthe experiments being misstated, but because the reactions are wronglyinterpreted. The argument is not for any infallibility of fiction; erroris a matter of individual performance; but the creative literature standsas a more powerful weapon of research for human life.The analogy is assisted by another, distinct, yet a valuable accessory.The astronomer in his astronomic work does not always look at the stars:he studies images of the stars, obtained for him by his transit instrument,or spectroscope, or other astronomic apparatus. Now, it is noteworthythat by universal consent the word applied to poetry is imagination, asif the poet's brain were a lens focusing human life for our observation.In literary study we speak of the "philosophy of Shakespeare." Theman in the street understands the phrase to mean the philosophicalopinions of a certain gentleman of Stratford-on-Avon; he raises thedoubt whether this Shakespeare was much of a philosopher; if he was,LITERATURE AND THE INTEGRATION OF KNOWLEDGE ioimust not his philosophy be hopelessly out of date ? But what is meantby "the philosophy of Shakespeare" is something that would be in noway affected if the plays were written by Bacon, or by a committee ofGrub Street hacks. The "philosophy of Shakespeare " is the philosophyof human life that will be found on examination to underlie the life presented in the plays usually attributed to this man; it is the reader whois the philosopher, Shakespeare being the indispensable instrument bywhich so much of life has been focused for observation. The philosophyof Shakespeare advances with each generation of readers, while the playsremain the same. How ineffably foolish it would sound to hear a mandevoting himself to the study of botany or chemistry, but with thereservation that he would have nothing to do with microscopes or telescopes, he would be satisfied with nothing he could not see "with his owneyes." But his poor eyes will fail to see half the universe because it istoo distant, will see all out of focus the other half that is too close: thescientific apparatus would have corrected all this. To limit the studyof nature to what you can see with your own eyes is not so far from thestudy of human life that would limit itself by facts.I know with what scorn suggestions of this kind will, in some quarters, be received, as superficial analogies founded on verbal metaphor.On all this subject I would make four remarks. In the first place, letno one fancy that I am seeking to persuade or convert him to a theory.(Does one meet any person, over the age of twenty, who alters hisopinions as a result of mere argument ?) Receive what is said, not aspersuasion, but as a confession of faith: I am seeking to indicate whatare the leading ideas in the newer study of literature, and this is one ofthem. Again: if anyone does revolt against the suggestion of fictionas experimental observation in life, let him, before making his final conclusion, ask himself how much of this revulsion of feeling is due toinsufficiency in the idea suggested, which is problematical, and how muchto what is certain — the great gulf there always must be between thematerial world, where things can be weighed, tasted, chemically tested,and the spiritual world, which enters into so much of the study of life,so that analogies bearing upon this must be taken mutatis mutandis. Inthe third place, if I have used metaphorical language, it is because Ibelieve so profoundly in metaphors. It is psychologically sound torecognize that the connection between thought and its reflection in adequate language is both close and automatic. I do not mean that metaphors are truths, but that they are flash lights indicating regions inwhich it is safe to look for truths. And finally, the point I am seekingto emphasize can be stated, though less clearly, in language that is not102 THE UNIVERSITY RECORDmetaphorical. On the one side, everyone who handles science at all willto some extent, and perhaps laboriously, use experiments: but there isa great gulf between such and the masters of science who by a kind ofdivination initiate crucial experiments with which sciences grow by leapsand bounds. So, on the other side, all of us, with difficulty and muchcudgeling of our brains, can do something in creative literature. (Icould make a sonnet myself, if the alternative were penal servitude.)But at what a distance from this seems the creative genius from whichcome the fictions that are immediately convincing. The suggestion isthat, alike in science and poetry, the creative genius will, on analysis,appear to be a selective instinct that can pierce through the maze of theirrelevant and fix upon the exact material which yields the truth.Now, when from this point of view we survey the existing study ofliterature, do we not find in it a gravitation toward the studies that arefounded on fact, with a lessened emphasis upon the creative element inliterature? Of course, Homer and Shakespeare figure in our list ofsubjects; but even in the case of Homer and Shakespeare is there not atendency to magnify what in these is resolvable into facts — evidence forthe order of the Shakespearean dramas, for the strata of evolutionthrough which the present form of the Iliad has been brought about —while there is some suspicion of efforts to appreciate what, outside education, makes the vital attraction of the poetry, as if the study of actualbeauty might prove too "soft" a study, might be interesting rather thandisciplinary ? I think this last phrase fixes the error exactly: for I wouldurge that the vital attraction of poetry is itself the highest poetic discipline.I have been accustomed in my teaching to call at times upon mystudents for what I dignified with the name of their literary autobiographies; that is, I invited them to tell me what from first to last in theirlives had influenced their taste for literature. I have read several hundreds of such confessions, and have been much struck with the frequency,almost regularity, with which I would come upon a statement that,having loved poetry in their young days, they went to high school orcollege and soon lost all taste for it. I do not doubt that they gainedsomething to compensate for what they lost. But why should the education designed to develop love of poetry prove in fact an obstruction ?Such remarks make one remember the Old World story of Alexander,how in the midst of his conquering career he paid a visit of ceremonyto the Cynic philosopher Diogenes, and found him, according to his wont,lying on his back, basking in the sun. After bending over Diogenes longenough to attract observation the conqueror, with imperial condescension, spoke: "And what can Alexander do for Diogenes ?" "Well, youLITERATURE AND THE INTEGRATION OF KNOWLEDGE 103might at least stand out of my light!" Does this "stand out of thelight" touch the distortion of emphasis in the organization of literarystudy, as if some curtain of fact problems were being interposed betweenthe student and the perception of poetic beauty? For it should beremembered that the main force in the study of poetry is not anythingin the way of method, nor is it any skill of a particular instructor: thesupreme teacher of poetry is poetry itself. The function of the instructoris only, in the memorable phrase of Paul, that of the paedagogos: not theactual teacher, but the usher who brings the student into the presenceof the poetry and leaves the poetry to do its own teaching. To you,the young men and women who are the heroes and heroines of this day'sproceedings, who are to be presented to the world today under titles likeMagister, Doctor — both of which words mean teacher — the best counselan older comrade can offer as fruit of forty years of teaching is thiswarning against the danger of being an obstruction and not a help. Thehighest merit of the teacher is to have made himself transparent so thathis subject may shine through him.This reference to the teacher connects itself with the main topic ofmy address, for the function of teaching has close association with theintegration of knowledge. It seems to me somewhat pathetic to seestudents, who take their vocation as teachers seriously, craving for allpossible instruction in method, electing every course the authorities willallow them to take in the special subject they expect to teach. Theydo not realize that detailed knowledge of their particular subject,though necessary, is the easiest part of their equipment as teachers. Ihave a friend, himself an admirable teacher, who is accustomed to say,sarcastically, that he thinks the teacher of any subject ought to haveat least half an hour's start of his pupils. What the would-be teacherneeds, if he only knew it, is acquaintance with the subjects he will notbe called upon to teach. It is not so much method as breadth of culturethat makes the teaching power: breadth of culture that gives elasticityof mind play, and sympathetic insight into the many-sided human lifethat the teaching is to influence. Specialist investigation, power ofteaching, both are equally honorable, both are equally related to theadvancement of knowledge. But the two are diverse in kind: specialization is the price that has to be paid for the power to make discoveries:the function of teaching takes the results of these discoveries and buildsthem into the organic body of common knowledge.What is knowledge? We use the word as if it implied a simpleidea; yet our conception of knowledge is shot through with the distinction of scientific knowledge, and therefore specialized, on the one104 THE UNIVERSITY RECORDhand, and on the other hand integration, with scope for play of creativeimagination. But all this has been so powerfully handled by masterminds that I prefer to say it in the language of others rather than inmy own. Sir John Seeley has touched the theme in his great book onNatural Religion, only I must condense his succession of pages into afew lines:There are two ways in which the mind apprehends any object, two sorts of knowledge which combine to make complete and satisfactory knowledge. The one may becalled theoretic or scientific knowledge; the other practical, familiar, or imaginativeknowledge. In order of time the second kind of knowledge has precedence, andavails itself of this advantage to delay and impede the arrival of the first kind. Thenit fills the mind with prejudices, hasty misconceptions, which, seizing upon the imagination, are stereotyped in the form of superstitions. When this imaginative medleyof observation and prejudice has long had possession, Science arrives. The mind nowpasses under a new set of impressions. In order not to be misled by feeling, it hasbeen forced artificially to deaden feeling; it arms itself with callousness; it turnsaway from Nature the sensitive side, and receives the shock upon the adamantineshield of the skeptical reason. In this way it substitutes one imperfect kind of knowledge for another. Before it realized strongly, but scarcely analyzed at all; now itanalyzes most carefully, but ceases in return to realize. Objects suffer a kind ofimaginative eclipse when the shadow of science passes over them. A deep shudderof discomfort passes through the whole world of those whose business is with realizing,and not with testing knowledge. Religion is struck first, but poetry and art sufferin their turn. But we may look forward to a time when this transition shall be over,and a new reconciliation shall have taken place between the two sorts of knowledge:scientific knowledge will reign without opposition, but the claims of Science once forall allowed, the mind will also apprehend the universe imaginatively, realizing what itknows.The last thought has inspired an eloquent outburst that relieves theclose argument of Wordsworth in his Prefaces.Poetry is the first and last of all knowledge — it is as immortal as the heart of man.If the labours of the man of science should ever create any material revolution, director indirect, in our condition, and in the impressions which we habitually receive, thePoet will sleep then no more than at present; he will be ready to follow the steps ofthe man of science .... carrying sensation into the midst of the objects of the scienceitself. The remotest discoveries of the Chemist, the Botanist, or Mineralogist, willbe as proper objects of the Poet's art as any upon which it can be employed.And the great master of modern wisdom has comprehended our wholefield of discussion in one of his immortal aphorisms, in which Bacon laysdown that the truth of being and the truth of knowing are one, differingno more than the direct beam and the beam reflected.THE PRESIDENT'S CONVOCATIONSTATEMENTDuring the winter of 1891-92 the Board of Trustees was busilyoccupied in providing a faculty for the new University in preparationfor the opening in October, 1892. Every meeting during that winterplaced on the records some appointments. A transcript from theminutes of the Board of the meeting held February 13, 1892, is as follows:Upon the recommendation of the Committee on Organization and Faculties thefollowing action was taken:Dr. Ezekiel G. Robinson was elected Professor in Philosophy.Herman E. von Hoist was elected Head Professor of the Department of History,from August, 1892.Richard G. Moulton was elected Professor in English Literature for Universityand University Extension work, from October 1, 1892.The present convocation, therefore, represents the twenty-fifthanniversary of the election of Professor Moulton to membership in theFaculty of the University of Chicago. During this quarter-century hehas rendered faithful and arduous service to the University — a serviceloyal in character and brilliant in quality. It is a privilege to us all tohave him as the orator today, and to listen to his address. We thankhim for what he has meant to the University, and we wish him manyyears more of active and successful work.The members of the original Faculty of 1892 who are still with usnumber twenty-seven. Some have retired: in this list are includedProfessor Galusha Anderson, Professor S. W. Burnham, ProfessorCharles Chandler, Dr. T, W. Goodspeed, Professor J. Laurence Laughlin,and Associate Professor F. A. Blackburn. Some we have lost bydeath: President William Rainey Harper, Professor E. G. Robinson,Professor George W. Northrup, Professor W. I. Knapp, ProfessorE. B. Hulbert, Professor H. E. von Hoist, Professor C. O. Whitman,Professor Alice Freeman Palmer, Professor J. U. Nef, ProfessorG. S. Goodspeed, Professor R. F. Harper, Professor Franklin Johnson,Professor C. R. Henderson, Assistant Professor Heinrich Maschke,and Assistant Professor George Baur.The University has been favored during the quarter just closingwith a number of interesting gifts. One of the most interesting consists105io6 THE UNIVERSITY RECORDof a valuable first edition of Paradise Lost, presented to the Library ofthe University on this occasion in especial honor of Professor RichardGreen Moulton by one of our alumnae and one of his former students,Miss Helen Cowen Gunsaulus.Mr. L. C. Bowen, of Detroit, has given the University a portrait ofhis father, the late Charles P. Bowen, who was a trustee of the University from 1890 to 1900.A portrait of Professor Rollin D. Salisbury painted by RalphClarkson, of Chicago, has been presented to the University by a group ofProfessor Salisbury's former students. These portraits the Universityis very glad to receive and to put in suitable places in its halls. Fivehundred years from now we hope that students of the University ofChicago will recognize Professor Salisbury's portrait as that of one ofthe most eminent of its first Faculty.Mrs. Chauncey J. Blair has given the University a Chinese paintingon silk dating from the fifteenth century, for the art collection.Mr. Theodore W. Robinson, of Chicago, has given $150 for thepurchase of an interesting Babylonian antiquity for the Haskell OrientalMuseum.Professor George E. Hale, of our Department of Astronomy and ofPasadena, California, has given $500 for the Astrophysical Journal.Mrs. Edward Morris, of Chicago, has given the University $5,000to provide a beginning for a library of American literature.A year ago a friend of the University gave $200,000 for a building tobe used for theological instruction. Owing to the present situation asto the cost of building, the Board of Trustees has not thought it advisableto proceed as yet with construction. Meanwhile another friend of theUniversity has given $50,000 for a chapel for the Divinity School. Theplans provide that the chapel shall form the northern side of a quadranglewhich will be comprised by the Divinity dormitories on the west, theClassics and Modern Language buildings on the south, and HaskellOriental Museum on the east, and will be connected with the theologicalbuilding by a cloister. The chapel, which will be a gem of architecture,is given by Mrs. Joseph Bond, of Chicago, as a memorial for her husband,the late Joseph Bond of this city. Mr. Bond was a Trustee of theDivinity School, and was warmly interested in the training of theological students. The University is very much gratified with this generousgift, with the beautiful addition to our quadrangles which it implies,and especially with the perpetuating in stone of the name of one whowas so vitally connected with the early years of its work.THE PRESIDENTS CONVOCATION STATEMENT 107At the present national emergency the University has been considering seriously what it can do as its share of the defense of the nation.Within the last quarter, on designation by the War Department of theUnited States and on appointment by the Board of Trustees of the University of Chicago, Major Ola W. Bell, of the United States Cavalry,has become Professor of Military Science and Tactics. A unit of theSenior Division of the Reserve Officers' Training Corps has been organized among our students and the work of training is actively proceeding.It is understood that those who complete this course will be eligible forappointment as officers in the Reserve of the United States Army.Steps have been taken within the last few days for the organizationof an Ambulance Company. The officers will be members of the Faculty,and the entire equipment will be provided by the Red Cross organization.A large number of members of the Faculty have appointed a committee on organization in order to see what each individual can do ifneed be as his share of the national defense.I have been handed today a request on behalf of the members of theScience Faculties that the Board of Trustees of the University offer thescientific laboratories and equipment of the University to the federalgovernment for use in case of war, those having signed the requestfurther offering their personal services to the government in case of warfor the performance of any necessary duties for which they may be qualified. This request is signed by fifty members of the Science Faculties —all in fact who could be reached at this time.The University has been actively engaged during the last quarterin prosecuting the subscriptions for the medical fund. It will be remembered that the total amount to be obtained in new money is $5,300,000,which has been nearly but not quite realized at this time. Pledges nowin hand amount to $5,193,500.THE BOARD OF TRUSTEESBy J. SPENCER DICKERSON, SecretaryAPPOINTMENTSIn addition to reappointments of officers of instruction, the followingappointments have been made:George T. Northup (Ph.D., University of Chicago, 1906), of theUniversity of Toronto, Associate Professor in the Department ofRomance Languages and Literatures, from October 1, 1917.William Scott Gray, Dean of the College of Education, fromJuly 1, 1917.Major Ola W. Bell, United States Army, Professor of MilitaryScience and Tactics, from January 1, 19 17.Florian Znaniecki, Lecturer on Polish History and Institutions, fromApril 1, 1917.Antonio Heras, Visiting Assistant Professor in the Spanish Language and Literature, for three quarters, from January 1, 1917.Benjamin F. Bills, Instructor in the Law School and in the Department of Political Science, from October 1, 1917.Mr. Georges Van Biesbroeck, of the Royal Observatory of Belgium,at Uccle, who has served as Visiting Professor of Practical Astronomy,has been appointed to an Assistant Professorship of Practical Astronomy,from July 1, 1917.PROMOTIONSAssistant Professor Henri C. E. David, of the Department of French,to an associate professorship from October 1, 191 7.Associate Dorothy Stiles, of the Department of Physical Culture,to an instructorship, from October 1, 191 7.Instructor Harold O. Rugg, of the Department of Education, to anassistant professorship, from October 1, 1917.Assistant Professor Frank N. Freeman, of the Department of Education, to an associate professorship, from October 1, 1917.Instructor William Scott Gray, of the Department of Education, toan assistant professorship, from October 1, 1917.Instructor William G. Whitford, of the Department of Design,School of Education, to an assistant professorship, from July 1, 191 7.108THE BOARD OF TRUSTEES 109Instructor Ethelwyn Miller, of the College of Education, to anassistant professorship, from October 1, 191 7.Instructor Cora C. Colburn, of the Department of Home Economics,to an assistant professorship, from July 1, 1917.Assistant James Kessler, of the Department of Romance, to aninstructorship, from October 1, 191 7.Associate Professor William Draper Harkins, of the Department ofChemistry, to a professorship, from October 1, 1917.LEAVES OF ABSENCELeave of absence has been granted to Associate Professor Walter F.Dodd, of the Department of Political Science, for the Winter and SpringQuarters, 191 7, in order that he may accept a temporary appointmentunder the state government of Illinois.Extension of leave of absence to October 1, 1917, has been grantedto Associate Professor Charles R. Mann, of the Department of Physics,in order that he may complete the work he has been doing in connectionwith the Carnegie Foundation for the Advancement of Teaching.Leave of absence has been granted to Professor Edwin O. Jordan,Head of the Department of Hygiene and Bacteriology, to spend theSpring Quarter, 1917, in South America studying certain sanitary problems in which he is interested.Leave of absence has been granted to Ethel Preston, of the Schoolof Education, for one year from October 1, 191 7.DOCTORS OF PHILOSOPHYThe Board of Trustees has voted to permit, upon recommendationby the Head of a Department, the attendance of Doctors of Philosophyof the University of Chicago, as well as of other universities, as guests ofthe University with the privilege of attending seminars and of carrying on research in the laboratories and libraries. For these privilegesno charge will be made except for laboratory supplies and a nominallaboratory fee when laboratory work is to be done.PUBLIC LECTURE FUNDA donor whose name is not announced has given $1,500 a year forfive years to provide for public lectures before the students of the University. The lectures are to be given by eminent speakers. A committee of members of the Faculties, consisting of Professor Andrew C.McLaughlin, Chairman, Associate Professor David A. Robertson, andno THE UNIVERSITY RECORDProfessor Paul Shorey, has been appointed and has general charge of theadministration of the plan. These lectures are to be known, in accordance with the expressed wish of the donor, as the William Vaughn MoodyLectures.THE NORWEGIAN BAPTIST DIVINITY HOUSE AND THE CHICAGOTHEOLOGICAL SEMINARYFormal memoranda of agreement have been entered into betweenthe University and the Norwegian Baptist Divinity House and betweenthe University and the Chicago Theological Seminary (Congregational).In the first instance the Norwegian Baptist Divinity House agreesto provide instruction in certain courses and to appoint instructorstherefor, and at the earliest practicable moment to furnish a buildingfor dormitory purposes.In the second instance, under certain conditions and restrictions,the University agrees to receive books from the library of the ChicagoTheological Seminary; to grant to the faculty and students of theChicago Theological Seminary privileges respecting the various librariesof the University such as are now extended to members of the Facultyof the University.GIFTS RECEIVEDIn addition to contributions received for the Medical Departments,of which particulars are given elsewhere, the following gifts were madeduring the Winter Quarter:By Mr. Theodore W. Robinson, of Chicago, to the Oriental Museum,for the purchase of Babylonian antiquities, $150.By Professor George E. Hale, for the Astrophysical Journal, $500.By Mrs. Chauncey J. Blair, to be hung in the Exhibition Room inthe Classics Building, a Chinese painting on silk probably dating fromthe fifteenth century.By former students of the Departments of Geology and Geography,a portrait of Professor Rollin D. Salisbury painted by Ralph Clarkson.By Mrs. Helen Swift Morris, toward the establishment of a libraryof American Literature, $5,000.By the Class of 1914 (in addition to the $1,011.55 already raisedfor its loan fund) $34 . 50.By Miss Helen C. Gunsaulus, in honor of Professor Richard G.Moulton, a copy of the first edition of Milton's Paradise Lost.Mr. Lem C. Bowen, of Detroit, Michigan, has presented to the Boardof Trustees, on behalf of himself and his two sisters, a portrait of hisTHE BOARD OF TRUSTEES illfather, Mr. Charles C. Bowen, of Detroit, who was one of the originaltrustees of the University, serving until his death, August 10, 1900.MISCELLANEOUSAn appropriation has been made to enable the Department of Botanyto extend and improve the work of the botanical garden at the cornerof Cottage Grove Avenue and Fifty-eighth Street, and to provide additional greenhouse space.By amendment of the pertinent statute two representatives of theAlumni Council are to be appointed by the President of the Universityas members of the Board of Student Organizations, Publications, andExhibitions.The alterations which are transforming the faculty gymnasium ofBartlett Gymnasium into a trophy room have been completed.The ornamental iron tower superimposed on Rosenwald Tower forthe use of the United States Weather Bureau of the Department ofAgriculture is now in use. Records for the Bureau are now being madefrom this observatory.Mr. Nathan C. Plimpton, who has served in the Auditor's officesince 1901, has been appointed Assistant Auditor by the Board of Trustees. Mr. Plimpton is in charge of the Auditor's office during theabsence in Europe of Mr. Trevor Arnett, who is stationed at Stockholm,Sweden. A cablegram from Mr. Arnett, dated March 13, states thathe is "well and busy." He sailed for Bergen, Norway, in January, andafter visiting Copenhagen, Denmark, returned to Stockholm, where herepresents the Rockefeller Foundation, the International Committeeof the Young Men's Christian Association, and other agencies in thework of relieving the condition of prisoners of war of the several belligerent nations.THE MEDICAL SCHOOLIn the January number of the University Record was printed anaccount of the progress of the Medical School campaign up to January 12,1917, when less than $600,000 remained to be raised.On January 30 the newspapers were informed of additional subscriptions which brought the total amount pledged to the sum of$5,000,000. Mrs. Edward Morris gave $50,000. Two anonymousdonors presented $100,000 each. The gift of $100,000 with which thedonor's name has not heretofore been announced was made by Mr. HaroldH. Swift, an alumnus of the Colleges of the University and a member ofthe Board of Trustees.On February 7, 19 17, the President of the University issued thefollowing statement:Mr. and Mrs. Max Epstein of Chicago have contributed to the medical schoolenterprise of the University of Chicago $100,000 to erect and furnish the equipmentfor a university dispensary. This will provide a structure in which will be receptionrooms, rooms for diagnosis and treatment, rooms for hospital and dispensary, socialservice work and workers, both professional and volunteers. Mrs. Epstein is at presenta student in the university. Mr. Epstein is president of the General American TankCar Corporation. His gift brings the total of contributions to the Medical School to$5,100,000 and leaves $200,000 more to be raised before the goal of $5,300,000 isreached [Chicago Herald, February 8].On February 1, the gift of Mr. and Mrs. Frank G. Logan wasannounced:A fund producing an annual income of $3,000 has been given to the University ofChicago for three research fellowships by Frank G. Logan, retired stock broker. Theyare to be in pathology and bacteriology and in medicine and are to be known as the" Mr. and Mrs. Frank G. Logan Fellowships." The gift cannot be applied to the fundto develop the medical plans for the university, says President Judson. Nearly$300,000 is still to be obtained to complete the $5,300,000 fund being raised [ChicagoJournal, February 1].Other gifts have been made which bring the total nearly to therequired amount of $5,300,000. It is expected that the fund will becompleted and all the necessary legal arrangements made during theSpring Quarter so that at the Convocation in June the entire plan withfunds completed and plans and policies outlined will be announced.112MAJOR OLA W. BELLTHE UNIVERSITY PREPARESIn the Spring Quarter of 19 16 the Faculty of the Colleges approveda plan for the organization of a Department of Military Science andTactics. The act of Congress providing for the organization of theReserve Officers' Training Corps and for the detail of officers of the armyto colleges and universities was passed in June, 19 16. The Circular ofInstructions was issued by the War Department in September following,and application was immediately made by the University for the detailof an army officer. In January, 19 17, the War Department detailedMajor Ola W. Bell, United States Cavalry, for the University, and hewas duly appointed by the Board of Trustees as Professor of MilitaryScience and Tactics. The plan for military instruction was adopted bythe College Faculty and put into immediate operation. About 550students have registered in the Corps and have been carrying on activetraining in infantry drill, besides attending lectures by the Major onmilitary subjects.An ambulance company under the auspices of the American RedCross has also been formed. The Red Cross is supplying the immediateequipment. The officers are: Captain, Elbert Clark; First Lieutenants,Edwin F. Hirsch, A. G. Bower, C. W. Sweet; Acting First Lieutenants,A. B. Luckhardt, George O. Caldwell; First Sergeant, Michael Leahy.The company contains eighty-five men. Many of them spent the entirespring recess in pursuing the training. Whenever needed they will beturned over by the Red Cross to the United States Ambulance Servicefor use in the army.The Board of Trustees at its April meeting voted to offer the scientific laboratories of the University to the national government for waruses. This action of the Board was taken on a request signed by somefifty members of the various laboratory departments, and practically allthe members of the science departments have offered their services incase the government should need the laboratories.A large number of alumni and students of the University have filedtheir applications for participation in the camp of the Officers' ReserveCorps at Fort Sheridan. Others have passed the physical examinationfor appointment as officers of the Marine Corps, and their applicationsare now pending."3H4 THE UNIVERSITY RECORDSpecial courses of instruction have been arranged for women studentsin preparation for such service as they can render. Meantime the womenof the Faculty families, of the Faculty, and of the neighborhood haveorganized the "Women's War Aid of the University of Chicago," thepurpose being to correlate and unify the work of the various groupsalready organized, and to provide for the organization of further groupsin aid of various war services, both in this country and abroad. TheExecutive Committee consists of the officers and of the chairmen of therespective groups. The officers are: Mrs. Harry Pratt Judson, president; Mrs. Frank Hugh Montgomery, first vice-president; Miss Elizabeth Wallace, second vice-president; Mrs. Eliakim Hastings Moore,treasurer, and Mrs. James Rowland Angell, secretary.MAJOR O. W. BELL, PROFESSOR OF MILITARY SCIENCE AND TACTICSMajor Ola W. Bell was born (187 1) in the state of Michigan andappointed from that state to the United States Military Academy, WestPoint, New York. He was graduated in June, 1896, and was assignedas additional Second Lieutenant of the Third Cavalry, stationed at theJefferson Barracks, Missouri. In December, 1896, he was assigned asSecond Lieutenant, same regiment. With the Third Cavalry he servedduring the Spanish-American War and until August, 1902. He wasInspector Instructor at the District of Columbia National Guard Encampment, Leesburg, Virginia, in June, 1899. He accompanied his regiment to the Philippines in August, 1899, and served with it during its threeyears in northern Luzon, during the Philippine insurrection. In 1900 hewas appointed Captain of the Port, Inspector of Customs, and Collectorof Internal Revenue at the Port of San Fernando de la Union, PhilippineIslands. In November, 1900, he was appointed First Lieutenant in theThird Cavalry. In 1901 he was detailed as Quartermaster at Port SanFernando de la Union and served in that capacity until July, 1902, whenhe accompanied the regiment on its return to the United States. Hewas promoted to Captain in the Seventh Cavalry, August, 1902, stationedat Chickamauga Park, Georgia. In July, 1903, he was made InspectorInstructor of Georgia National Guard Encampment, Savannah, Georgia.During October, November, and December, 1903, he commandedTroop C, giving exhibition drills at Nashville, Tennessee; Birmingham,Alabama; Macon, Georgia; Jacksonville, Florida; Augusta, Georgia, andAlbany, Georgia. In May, 1904, he was detailed with the troop forexhibition drills at Chattanooga, Tennessee. In July, 1904, he wasappointed Regimental Quartermaster and served in that capacity untilTHE UNIVERSITY PREPARES "5April, 1905, when he was detailed to the Quartermaster's Department.In March, 1905, he served as Quartermaster and Commissary, U.S.A.transport "Sumner." In June, 1905, he was assigned to duty in NewYork Depot, Quartermaster's Department. In July, 1905, he wasassigned as Constructing Quartermaster of Posts of Forts Terry, Michie,Wright, and Mansfield, with station at New London, Connecticut. InJanuary, 1906, he was transferred to Philadelphia Depot, Quartermaster'sDepartment. In March, 1907, he was transferred to Jefferson Barracks, Missouri, as Post and Constructing Quartermaster. In April,1909, he was transferred to St. Louis Depot, Quartermaster's Department. In June, 1909, assigned to the Fourteenth Cavalry, he accompanied the regiment to the Philippines, serving with the regiment duringits tour of foreign service. He was a member of the regimental poloteam. In March, 1912, he returned to the United States, via Japan andthe Trans-Siberian Railway, joining his regiment at Fort Clark, Texas,August 1. In September, 19 12, he was detailed to the Mounted ServiceSchool, Fort Riley, Kansas, and was graduated June 30, 1913. Then herejoined his regiment on the Mexican border, where he served asRegimental Quartermaster and Adjutant of the Eagle Pass District untilDecember, 19 13. He was Quartermaster at Fort Clark, Texas, untilAugust, 19 14, when he was detailed to the Army School of the Line,Fort Leavenworth, Kansas, whence he was graduated in June, 1915,after which he rejoined the regiment at Laredo, Texas. He was engagedin intermittent border patrol duty until October, 1916, when he wasdetailed as Professor of Military Science and Tactics, State College,Pennsylvania. In January, 19 17, he was detailed as Professor ofMilitary Science and Tactics at the University of Chicago. Major Bellwas married in August, 1899, to Miss Hortense P. Poulin, of St. Louis,Missouri. They have three children.THE UNIVERSITY OF CHICAGO AMBULANCE COMPANYAMBULANCE COMPANY NO. 3 OF THE AMERICAN RED CROSSAn ambulance company has been organized at the University underthe direction of the American Red Cross. The local chapter of the RedCross has generously set aside funds for its equipment. Two motorambulances, complete field equipment, quartermaster and medical supplies, and uniforms for the men are furnished. A hospital sergeant,who will be of great assistance in the training in field work, will bedetailed to the company. The University assumes responsibility forthe company as a part of its preparedness measures.n6 THE UNIVERSITY RECORDAll the officers are members of the Medical School Faculty. Theenlisted men are members of the first-year class in medicine, or areJunior College students who, for the most part, expect to studymedicine. The company when complete will consist of ninety-oneofficers and men and will be organized and drilled in the same manner asambulance companies in the Medical Department of the U.S. Army.Obligation for service is for two years. In case of need it will beturned over to the War Department as a unit and will maintain itsidentity and rank as a company. It is planned to make this ambulancecompany a permanent organization from year to year so long as thepresent unsettled condition of international affairs obtains. Realizingthe seriousness of the crisis which confronts our government, thirty of thestudents and three of the officers remained at the University during thespring vacation and drilled every day.THE UNIVERSITY OF CHICAGO RIFLE CLUBThe University of Chicago Rifle Club was organized during theSpring Quarter of 1916 and affiliated with the National Rifle Associationof America. This affiliation of course places the club under the directionof the National Board for the Promotion of Rifle Practice and under thedirection of the War Department. The qualification scores are recordedby the War Department. The Club is also incorporated under thelaws of Illinois.Practice was had at the indoor range under the grandstand in StaggField during the spring and summer, and late in November the allotmentof ammunition — 120 rounds for each of the 115 charter members — wasreceived. After vexatious delays the allotment of rifles — 1 rifle to every5 members — was received late in January, 1917. With service riflessupplied by Dr. A. C. von Noe and Dr. W. J. G. Land a number of themore enthusiastic members shot regularly over the Fort Sheridan rangethroughout the winter, regardless of the severity of weather conditions,establishing a record unique in the rifleman's world, since this is the onlyclub in the United States which has shot regularly throughout the winter.Some of the scores made in zero weather and in snow storms are remarkable.This club is firing the National Rifle Association course, amodification of the U.S. Marine Corps course. This course is morepractical than the course fired by the National Guard, as well as moredifficult.THE UNIVERSITY PREPARES 117To the present there have been the following qualifications: marksman, 17; sharpshooter, 10; expert rifleman, 4. The names of thosequalifying, as said before, are recorded by the War Department.THE NATIONAL RESEARCH COUNCILThe National Research Council has been formed by the NationalAcademy of Science at the request of the President of the United States.It is intended to bring into co-operation governmental, educational,industrial, and other research organizations, with the object of developing national resources and making them available. The chairman of theCouncil is Dr. George E. Hale, formerly Director of the YerkesObservatory. Committees have been appointed, eighteen in number,representing all the interests included in the work of the Council. Thechairmen of three of these committees are from the University ofChicago: Physics, Professor R. A. Millikan; Botany, Professor J. M.Coulter; Mathematics, Professor E. H. Moore.The first work of these committees has been to prepare a nationalcensus of research, showing what laboratories and investigators areavailable. The further work will be to encourage the co-operation ofresearch institutions in working out problems of pure science, to promoteresearch in various branches of science, to establish research fellowships,and to secure endowments for research. The whole program is a recognition of the fact that fundamental research is the important thing.The Postmaster-General of Great Britain recently said, "One of thelessons of the war has been that we have learned as a state to respectand be guided by scientific method and scientific men to a degree whichnothing but a great necessity could have achieved."The Council has also recommended the establishment of a researchcommittee in each educational institution equipped for research. Theseuniversity committees are intended to foster the spirit of research byemphasizing the national importance of all forms of investigation, andespecially through the provision of more favorable conditions for allforms of research; to promote co-operation in research both within andwithout the institution; and to secure the foundation of research fellowships, professorships, and endowments. These research committeeshave already been appointed by the Massachusetts Institute of Technology, Yale University, Northwestern University, the University ofChicago, and Throop College of Technology. The members of theresearch committee of the University of Chicago are as follows: then8 THE UNIVERSITY RECORDPresident, ex officio; from the Faculty, Messrs. Coulter, Michelson,Millikan, T. C. Chamberlin, Stieglitz, Moore, and Bensley; from theBoard of Trustees, Messrs. Ryerson, Rosenwald, and Swift; from thealumni, Messrs. Jewett and Bacon.All of the committees will hold meetings in Washington duringApril in connection with the sessions of the National Academy ofScience. At that time the various suggested problems will be considered and assigned to appropriate investigators throughout thecountry. It is evident that during the coming year the University willbe asked to give some of its investigators time and equipment for undertaking some of the immediate problems, and it will also be asked tostimulate fundamental research in every field of scientific inquiry.COMMITTEE ON PLANS AND ORGANIZATION OF MILITARY RESOURCESOF THE UNIVERSITY OF CHICAGOAt a meeting of ninety members of the Faculties and AdministrativeOfficers of the University of Chicago held in Harper Assembly Room,Thursday, March 15, the following committee was appointed withpower to add to its number: Mr. F. J. Miller, Mr. Julius Stieglitz,and Major O. W. Bell. The following resolution was adopted:In the presence of a great national crisis, we, the members of the Faculty of theUniversity of Chicago, herewith declare our unswerving loyalty to our country, andour readiness to offer her our services whenever they can be used to advantage.Resolved, That the situation in which the country is placed demands the immediateinauguration of a system of military service in which every individual of suitable ageshall be at the service of the government.The next meeting of the members of the Faculties and Administrative Officers of the University of Chicago was held on Wednesday,March 21, in Harper Assembly Room. The following resolution wasadopted:At a meeting, held Wednesday, March 21, 191 7, of members of the Faculties andof Officers of Administration of the University of Chicago, called by some of its membersto consider practicable measures of military and scientific preparation in the presentcrisis of the country, the following memorial was passed and, signed by its supporters,ordered transmitted to the President of the United States, the Secretary of War, andthe senators and representatives of the state of Illinois:We express our conviction that, in the present state of the world, the security anddefense of the country would be best assured by an adequate system of universalmilitary training combined with universal preparation for citizenship and for military,industrial^ or scientific service in case of war.THE UNIVERSITY PREPARES 119We also express our conviction that the United States of America can best furtherthe cause of world-peace, international justice, and free development of peoples, if itspeaks as a country in a state of complete preparedness for defense.The committee appointed at the first meeting held a meeting onMarch 30. In accordance with authority vested in its appointmentits membership was enlarged to include:F. J. MillerJ. StieglitzO. W. BellFred MerrifieldE. H. MooreA. A. MichelsonH. G. GaleJ. M. CoulterR. D. SalisburyA. J. CarlsonJ. M. Dodson F. W. ShepardsonJ. R. AngellD. B. ReedElizabeth WallaceAdolf C. von NoeD. A. RobertsonW. S. GrayJ. M. ManlyA. W. SmallW. G. HaleNewman MillerTHE PRESIDENT'S ANNUAL REPORTThe President's Annual Report for the year ending June 30, 1916,is a volume of about 260 pages. The usual reports by administrativeofficers have added importance in this publication, for nearly every reportis made from the point of view of the Quarter-Centennial celebration.There is a brief report by the chairman of the committee in charge of thecelebration. The full record of the ceremonies is to be published ina separate volume. To another volume commemorative of the QuarterCentennial have been consigned the publications of members of theFaculties, a list which has ordinarily been a feature of the President'sReport.The President concludes his own official statement as follows:PLANS AND HOPESWith all that has been accomplished in the last twenty-five yearsstill it must not be forgotten that the organization and equipment ofthe University are still incomplete. In the ways of equipment thedepartments already organized need further buildings.Buildings needed. — One hesitates to give expression to this needbecause each new building brings an added cost chargeable to the endowment funds. It is therefore highly desirable from the point of view ofthe University that the donor of the building should accompany his giftby an additional sum for permanent endowment, the income of whichcan be devoted to the upkeep of the building. The buildings mostneeded are:1. That for the modern languages. This building will lie in theHarper Memorial Library group, between the Harper Memorial Libraryand the Classics Building.2. The building for the social sciences, history, political economy,political science, and sociology. This building will lie in the groupimmediately east of the Harper Memorial Library.3. A recitation building for the University High School.4. A gymnasium for the University High School.5. An administration building. The administration offices arescattered now in different buildings, none of which are especially adaptedto the purposes in question. A single commodious building would be120THE PRESIDENTS ANNUAL REPORT 121a very great relief to the administration of the University, and at thesame time would release space in other buildings which is greatly neededfor other purposes.6. Another need is for what are usually called dormitories. TheUniversity now houses not more than about 10 per cent of its students.It is becoming each year increasingly difficult to secure suitable accommodations for those who live outside of the Quadrangles. It is therefore highly desirable that a beginning should be made in the erection ofresidences for students. Of course these bring back a certain amount ofincome, unlike the laboratories and recitation buildings. It is the intentof the Board of Trustees that the square of land between Ellis and Ingle-side avenues, and fronting on Fifty-ninth Street, should be devoted toa quadrangle and dormitories for men, while the north half of the blockon which Ida Noyes Hall is situated will be devoted to dormitories forwomen. Gifts for these purposes would be extremely welcome.Medicine. — The University has no complete medical school. Thetwo years in the basal sciences are provided in the Quadrangles, andprovided excellently, in the laboratories, and with the staff of the departments concerned. Indeed, the University is using the income of approximately $2,000,000 in these fundamental medical sciences. What isneeded to complete the school is a provision for clinical work and aclinical staff at the Midway. The first need, of course, is for a hospitalwholly under the control of the University for medical teaching andfor medical research. The second need is the provision of adequateendowment in order that the hospital itself may be beyond the needof being financed by income from its patients, and in order that themedical faculty may be free from the pressing need of personal practice.It is not the ambition of the University to plan for a large medicalschool, or to turn into the medical profession a large number of practitioners. In my opinion the University's function is to provide rigoroustraining for a small number of the best men, and simultaneously to trainmen as medical teachers and experts in medical research. Nothingmore important could be done, not merely for the University of Chicago,but for the city of Chicago itself, than to equip such a medical schoolas I have indicated.Applied science. — The question has often been asked as to the policyof the University with regard to a school of technology. Such a schoolhas been from the first in the contemplation of the University. AgainI speak not from any official action of the Board of Trustees, but formyself, in saying that in my opinion it is not a function of the University122 THE UNIVERSITY RECORDat the present time to enter the field of undergraduate technologicalwork. Such work is done adequately in the city of Chicago and in thestate of Illinois. A great field, however, in which the University couldrender an important service to technology is that of graduate work, andin my opinion the proper plan for beginning and carrying on such workis to take it up department by department. For instance, the greatDepartment of Chemistry, if supplemented by a proper building, equipment, and staff, could provide at once for research in applied chemistryin a way which could not fail to render a service, not merely in trainingresearch students, but also in obtaining results of value in all applications of chemistry to the multitudinous needs of the country. Otherdepartments in like manner may from time to time be provided, I trust,with opportunities for research in the applications of science. In thatway there would in the end be grouped together a graduate school oftechnology in the true sense, in which the connections might be made atevery point between pure science as now conducted in the Universityand the various arts of civilized life which depend on pure science fortheir development.Schools of Theology. — The University has from the first maintaineda Divinity School. It is believed by the Board of Trustees that it isadvisable to extend the facilities of the University to similar institutionswhich may think it desirable to transfer their work to the vicinity of theQuadrangles. The day of isolated theological seminaries is past. Students of theology need the life of the University, the access to greatlibraries and laboratories, the fellowship of scholars in many fields ofthought, the close acquaintance with the spirit of modern science, whichcan be obtained only by connection with a university, and better ifsituated in a large city. A school of theology can easily make workingarrangements with the University whereby the school retains completeautonomy and yet has opened to it all the University privileges. Toextend these privileges is a duty of the University, and they will beextended gladly. Thus far such co-operative plans have been effectedwith schools representing the Disciples, the Universalists, and the Con-gregationalists. Others will be welcome. The University is not seekingto extend its borders. It is glad to render a service to all religious cultswhich desire a training ministry.A research fund needed. — Attention has been called in previousReports to the fact that while the University is carrying on research inmany departments, and while there is in certain ways a large amount ofpublication, nevertheless there is no endowment devoted specifically toTHE PRESIDENTS ANNUAL REPORT 123these matters. It would be extremely helpful if there could be specificgifts to the endowment funds of the University, the income of whichcould be used only in these particular lines. Otherwise pressing necessities of instruction or of other things tend unavoidably to divert fromresearch funds which are greatly needed. It is certainly much to behoped that the University may obtain gifts in the shape of endowmentsfor research and for the publication of the results of research.The Colleges. — Comment has been made in previous Reports onconsiderations relating to the organization of our Colleges. It has beenpointed out that certainly more than one year, and perhaps nearly twoyears, of the College course is, as to its subject-matter, essentially thesame as that of high schools, and that this fact is true throughout thecountry. The matter is receiving more discussion continually in educational bodies. The Faculty of the Colleges of the University ofChicago, through its Committee on Curriculum, is making a definitestudy of the matter, and will at an early date make a specific recommendation. I am convinced that all colleges connected with universitiesneed a radical reorganization, and that the subject-matter of instructiontherein should be of a university character, the elementary work beingtransferred to the secondary schools, where it belongs. In many institutions the enormous increase in the number of college students, leadingto great pressure on the means of instruction and on funds available,will make this matter a subject for very pressing attention.PRESENTATION OF THE PORTRAIT OFPROFESSOR ROLLIN D. SALISBURY,ROSENWALD HALL, FEBRUARY 8,1917In the lecture-room of Rosenwald Hall at four o'clock, February 8,a portrait of Professor Rollin D. Salisbury, painted by Ralph Clarkson,N.A., was formally presented to the University. The portrait itselfwas unfortunately not delivered to the University in time for the ceremonies. The painting has been hung in the library of RosenwaldHall. The addresses given at the presentation exercises are printedherewith.ADDRESS OF PROFESSOR THOMAS C.CHAMBERLINFriends, Colleagues, and Students of Professor Salisbury:When the older children of the household return bearing a gift ofappreciation and affection, the whole household rejoices. This occasionbrings great pleasure to all the colleagues of Professor Salisbury, not afew of whom have been students of his in the ordinary sense of the term,while all of us have been students of him as a master and as a leader. Ithink you will want to know — and it will help to meet the President'ssuggestion as to time — something of the intellectual career of him whomwe meet to honor today. It is my good fortune to be able to give you,from personal knowledge, the essentials of that career.I think the Salisburys were born to be teachers; at least, I knew anelder sister and a younger sister who had the inherent personal qualitiesand the intellectual attributes which make a teacher. The earliestdecision of Rollin Salisbury, when he came to years of independence,was, I think, a determination to prepare himself for the profession ofteaching. He sought that preparation at one of the state normalschools of Wisconsin, fortunately that one which then most emphasizedthe necessity for mastering the substance and the spirit of what was tobe taught, rather than the technical details of presentation, althoughthese were by no means neglected, and our students realize today that124Portrait by Ralph ClarksonROLLIN D. SALISBURYPORTRAIT OF PROFESSOR R. D. SALISBURY 125they were not neglected. It is needless to say that young Salisburygraduated with a fine record.But when he had reached the completion of the normal course ofstudy, he felt the need for a broader scholastic training, a deeper andstronger hold upon the subjects that he was to teach, and he soughtthese at Beloit College. It so happened that there had been justestablished in that college a new course of study which preserved anearly even balance between the scientific and the literary work. Itembodied, besides, a pedagogical idea which we need not pause to define.I was very fond of that new course, for I had had a finger in its making,and so I was naturally interested in the young man who first came totake it. Young Salisbury, with advanced preparation, entered it atabout the middle stage; another young man of like advanced preparationjoined him, and these two constituted the first class of the new course.Geological literature in this region was rather scant in those days, andit so happened that there was a little more of it in my private librarythan in that of the college. And so these two young men spent theirafternoons in my library, and there our conferences were held, and thus,but little less than forty years ago, my intimate acquaintance with RollinSalisbury began. It is very pleasant for me to recall the later attainments of those two young men. One of them, some time after graduation, was called back to his Alma Mater as a teacher, and later becamea dean. For a time he served as acting president of the institution.He is now its head dean. The other, in the course of time, came to bethe Dean of the Ogden Graduate School of the University of Chicago,and is now its Dean. A pedagogical venture, in the form of a new coursethat, in its first effort, could turn out deans, and deans only — and suchdeans — seems somewhat to justify the partiality with which I recall it.For some years after leaving college, Rollin Salisbury was my companion in the study of the Quarternary formations of the United States,under the auspices of the National Survey, and together we traveled toand fro some tens of thousands of miles, between the Hudson River andthe Rocky Mountains. I think it was in the course of thus sweepingover so broad and instructive a field that the geographical foundationwas laid for that geological and physiographical productiveness that hasbecome so marked a feature in the career of him we honor today.Personal familiarity with the face of this vast and varied area furnishedthe basis for that minute familiarity with the essentials of physiography,for that insight into the principles of geomorphology, and for that lucidgrasp of glacial formations, which characterize the discussions of126 THE UNIVERSITY RECORDProfessor Salisbury's later years. The face of the earth is as expressiveas the face, of man — save perhaps when in the hands of Mr. Clarkson.But Professor Salisbury was not satisfied with the attainments ofthe normal school and the college, excellent as these were of their kind.And so he spent a period in Europe, in the study of men and methods,as well as of nature's formations. His work centered at Heidelberg,under the famous petrologist Rosenbusch; but in addition to that heidentified and traced from Denmark to the borders of Russia a greatterminal moraine which, at that time, was not recognized as such byContinental glacialists. The German geologists had been mapping asterminal moraines certain little sharp ridges a few scores of feet acrossand a few tens of feet high, such as now girt the glaciers of Switzerland,but they had not recognized that those broad tumultuous tracts, somemiles in breadth and hundreds of miles in length, were really the terminalmoraine of the great ice sheet that formerly invaded Northern Europe.They were, however, identified even at that early date by the youngAmerican student.It may perhaps bring this personal study of long ago into connectionwith the present state of affairs in the same territory, if I note that asProfessor Salisbury approached the Russian border he became thesubject of military espionage. A soldier kept the reconnoitering geologistunder his eye for the whole day. Those of you who tramped withProfessor Salisbury in the field in his younger days can readily joinwith me in the guess that when that soldier returned to his barracks atthe close of that day, he was a tired soldier and had an evil opinion ofAmerican geologists.In his studies in Europe, Professor Salisbury attained a familiaritywith the German and French languages that once and again has broughthim into notice as a literary scholar as well as a scientist. At the International Congress of Geologists held some years later at Washington,he was asked to interpret to the American audience the substance ofthe papers presented in German and French. He did this with so muchskill as to call forth the comment that the resume was often more graphicand lucid than the original.Professor Salisbury, on returning from Europe, was called to hisAlma Mater, Beloit College, to take charge of the geological department.I wish I could describe something of the enthusiasm that gathered abouthis teaching and something of the influence he exerted among thestudents. The best scientific data at command — and this, in these halls,speaks more decisively than the best of adjectives — is that there followedPORTRAIT OF PROFESSOR R. D. SALISBURY 127him when he was called to the University of Wisconsin two or more ofhis students from Beloit, and when later he was called to Chicago, thesestudents followed him here, and when a little later he was asked to takecharge of the survey of the Pleistocene formation of New Jersey, thesestudents followed him there. This devoted following is a touch ofwhat is characteristic.The most notable and distinctive of the scientific investigations inwhich Dr. Salisbury has engaged individually — most of his work hasbeen associative — was connected with the geological survey of NewJersey. His work there involved some very critical questions concerning the more ancient glacial formations. The existence of the olderglaciation had even been denied, but its reality was, I think, fullyestablished. Two others of his former students have brought testimonyto similar ancient glaciation in other regions — Professor Atwood in theSan Juans, and Dr. Alden in North Dakota. The verity of this veryancient glaciation is now generally accepted.The long interval of erosion between glaciations and the depositionsin New Jersey connected with it introduced some strange and puzzlingfeatures into Professor Salisbury's field, and their solution gave rise tointerpretations unfamiliar even to the profession, but they are amplysustained, and form a notable contribution to our science. Work ofthis class forecasts what would, I think, have grown to monumentaldimensions had Professor Salisbury chosen to give his chief attention toscientific work for its own sake. But he has chosen, as you know, acombination of a study of the material world with work in theintellectual and spiritual world for the well-being of students. Scientific work has been secondary to a humanistic purpose in the life ofProfessor Salisbury.Doctor Salisbury was from the outset one of the advisors in theestablishment of this Department. The plans which have been pursuedin these halls for a quarter of a century were not the plans of a singleindividual; the two older men of the staff came here together, not somuch as individuals as companions in work. The plans, the purposes,and the forecasts for this Department were clearly defined in our councilsbefore either of us set foot on this campus, and those plans, in theiressentials, have been pursued with steadiness and fidelity to this day.During the latter half of the period Professor Salisbury has assumed thegreater part of the executive work of the Department. This has permitted the senior companion to pursue certain studies not otherwiseequally possible.128 THE UNIVERSITY RECORDUnder the inspiration and leadership of Professor Salisbury, aDepartment of Geography in close companionship to the Department ofGeology has been established here. It has been more than the mereestablishing of an additional department. It has been the rejuvenationof an old science, indeed it has been scarcely less than the creation of anew science. The effort has been to develop a department with a newpoint of view, with a new assemblage of working data and with a newpurpose.On the most vital aspects of Professor Salisbury's work I must limitmyself to a mere word, for it is more fitting that I should leave this tohim who speaks for the body of former students who bring their tributetoday, but I cannot forbear saying that, as I analyze the work of ourcolleague, it has centered on three lines of great intrinsic value: (i) thetraining of youth, not only to think, but to realize the meaning of theirthoughts, and the inspiring of youth to high personal development;(2) an allied but distinctly different thing, the training of youth to beinvestigators. If in doing this he has limited his own personal investigations, he has, by way of ample compensation, sent into the field aflock of trained young investigators who are making their mark. Thiswork of training investigators is of a distinctly high order; it requires arare combination of personal qualities, of precise knowledge, of thespirit of inquiry, and of the methods and technique of investigation.(3) The third great line of work, a very conspicuous work, has been thegathering of determinate truths together into an organization of knowledge so framed that it may do effective work among men. It is onething to strike off chips of fresh knowledge from the rocks here andthere; it is another thing to fit these together into the best formfor the instruction of man. This work is shown in that notable listof treatises that bear his name. The value of this work is not easilyoverestimated.I have thus run over some of the leading features of the career ofhim whom we delight to honor, in an endeavor to bring out, so far as Imight, those contacts with nature, with men, and with institutions thathave been sources of intellectual inspiration to him, and which, throughhis inspiring personality, have fed abundantly so many who havegathered in these halls. So, returning to what was said at the outset,this tribute to one of our household brings rejoicing to us all. Fromwhat I have said, you can readily infer what it brings to the elderbrother.PORTRAIT OF PROFESSOR R. D. SALISBURY 129ADDRESS ON BEHALF OF THE DONORS OFTHE PORTRAITBy PROFESSOR WALLACE WALTER ATWOODHarvard UniversityMr. President, Ladies, and Gentlemen:The small part that I have had in making the arrangements for thisportrait has been carried on with a great deal of pleasure. I think itwill be interesting for you to know that I originally dictated three lettersand I gave my secretary three lists of people to whom she could sendthose letters. The first were written very intimately, and I told her tosend these to the list of those whom I know very well, and I told herthat if they belonged to my own sex she could call them by their firstname, but I cautioned her that she must be careful in this matter, thatthis was a coeducational institution, and, furthermore, while I knew allof those in the first list very well indeed, several years had passed, theirhome arrangements may have changed, and my letters, although theymust be effective, must not embarrass the donor if read by the othermember or members of the household.The second letter went to a list of less personal friends, and thethird to several that I know but slightly. Each time I picked thosewhom I knew to be great admirers of Professor Salisbury, and an efficient secretary, using the " follow-up" methods of the modern businessworld, did the rest. I have actually refused funds, and, in cases ofunderpaid college professors, cut some subscriptions to less than half.I have never done that for an oil expert or any sort of mining geologist.One professor wrote back immediately when I cut his part down, that hehastened to inclose his check for the remainder, fearing that I mightcut him off entirely. All the letters that have come back have beeninteresting to me and I would like to quote from a few of them.I had one from a man who was sick in bed, but he told his secretaryto say that "he is just tickled to death to subscribe to so worthy an object and wishes you every success in your efforts." He shortly recovered.Another was from a man we all knew here at Chicago for years andyears, who is now at Princeton. He says: "I'm very glad to chip inmy bit to help immortalize the genial features of an old and tried friend.If you need more I'll take another look in the stocking."Another wrote: "I only wish my gift could be more nearly commensurate with my gratitude to him, though that could never be coveredby money. I still count him the greatest teacher I have ever known."130 THE UNIVERSITY RECORDAnother says: "Professor Salisbury is the most skilful and the bestteacher I have ever had the pleasure of working with. His teaching iswonderful in its application of real pedagogy and will always be remembered with keen enjoyment. I hope that the portrait will show something of the great force of the man."A man writes from London : " Even in these times with the economistindex figure standing at 198 per cent, it is a pleasure to join in anythingthat honors Salisbury. We all owe him a lot and I am glad that it ispossible to make some recognition now."Others write: "No doubt all of R.D.S's students feel as I do adebt to his personality, to his embodiment of energy and efficiency,entirely aside from the fund of knowledge that he passed down to us.I hope the artist has been able to put into the canvas some hint of thevirility and vitality of the man.""I'm glad indeed to have the opportunity to express a little of theappreciation of the finest teacher I ever had."" I am very glad to make a contribution to anything which will giveexpression to the lasting regard with which we remember the grand oldman who led Us in long strides over mountains and through volumes..... Please send me an occasional announcement or bulletin from yourdepartment, as I still retain the geological vernacular."" I am sure that there is none to whom Professor Salisbury's influencehas meant more than to myself, and I should feel distinctly slighted ifsuch a plan went through and I didn't participate.""I had not heard of the movement to present a picture of 'Old Sol'to the University. I certainly want to be in on this. I know of no onewith whom I came in contact before going into business to whom I amunder more obligation than I am to him, and it is with pleasure that Iinclose check.""Accept my contribution as only a faint expression of my appreciation for Mr. Salisbury.""I have every cause to be grateful to him and respect him as oneof the strongest men and teachers I ever knew.""I had not heard about the plan before and would have felt badlyhad I not had the opportunity to come across with my mite."A few letters have come in today that I have got hold of withoutProfessor Salisbury knowing it. The writer of one of them says: "It iseminently fitting that his portrait should adorn the quarters of theEarth Science Departments which he has done so much to develop,but those of us who have known him intimately, not only in the class-PORTRAIT OF PROFESSOR R. D. SALISBURY 131room, but in the less formal atmosphere of the home and the mountains,will require no picture to enable us to remember for many years to comethe man who gave us our initial training, and launched us on our professional careers."The second says: "No one has ever been more loyal or efficient inany institution of learning than you have been in the University ofChicago, and it is most appropriate and most pleasing to all your oldfriends and students to feel that your efforts are being recognized. Thetraditions of the University will always record your splendid work thereand your portrait will always be a monument to your untiring work inbehalf of your students and the University."The third writes: " I am glad the University is to have this portraitthat in the long years to come the students of geology may look uponthe strong face of the grand man, the inspiring teacher, and the famousgeologist who has done so much toward the building up of a greatdepartment in the University. I count my years of association andfriendship with you as one of the greatest privileges of my life. To youand to Professor Chamberlin I owe my great love for geology and whatever measure of success I may be able to achieve in that line. Thethoroughness and inspiring character of your teaching is one of the mostpotent factors in the work of the United States Geological Survey becauseof the large number of your pupils who belong to that organization."A fourth letter, addressed to President Judson, is as follows: "I havereceived your card informing me that the portrait of Professor Salisburywill be presented to the University on February 8, and inviting me tobe present at the ceremonies. Nothing would please me better thanto come to the University on this occasion, for my long friendship andgreat regard and esteem for Professor Salisbury would make it a greatpleasure to me to witness the presentation of his portrait. Someimportant business matters in New York, however, require me to bethere on February 8, and for that reason I will be deprived of the pleasureof coming to the University of Chicago on that day. I beg that if yousee Professor Salisbury you will give him my kindest regards and congratulations, and that you will tell him how deeply I regret that mattersbeyond my control prevent my being with him on February 8."Still another wrote me, saying: "Since Chicago days I have takenthe M.A. and the Ph.D. at Columbia, but I have not yet met a teacherwho was his equal. I used to have a secret conviction, not even yet dispelled, that Professor Salisbury could, if he so desired, develop brains ina lamp post or its equivalent."132 THE UNIVERSITY RECORDMr. President, it is a great pleasure to me to be present on thisoccasion. It is a pleasure to hear others speak of the life and work ofthe man we want to honor. I have known Professor Salisbury somewhat intimately for nearly twenty-five years, but this is the first goodopportunity that I have had to say what I think of him.My first meeting did not begin altogether pleasantly. With acollege chum I deliberately cut the first three meetings of the first coursewhich I registered for in the Department. I have since looked withcompassion upon those men whom I have known to cut even the firstmeeting. We were asked to remain after class, and after expressing hisregret that we had so neglected our college work, he asked for ourexcuse. Fortunately, we had one that appealed to his sympathy. Wehad completed a week's work in the city in order that we might havesufficient funds to accompany him on his field excursion during thesecond term of the summer. The conference ended in a plan by whichwe were to come to him and have those first three lessons given to usprivately. I have never known many full professors to do that. Itwas in the field that we came to know him best, and that summerestablished friendships that will last throughout life. I quoted a fewminutes ago from the letter of my companion in that first crime. Hisletter was one of the most enthusiastic that I received. Since thatfirst summer in the field we have worked together in the classroom,tramped about in the local field, climbed mountains, crossed glaciers,lived in camp together, slept together, worked on manuscript together,planned out new courses of instruction, new laboratory courses, conferred a thousand times on the welfare of our special students — attimes the educational and administrative positions in the Mississippivalley have looked like a great checker-board on which he was movingthe men about until now many of them have reached the king's row —and finally I had the pleasure of working many hours with him on theplans for this magnificent building for the Departments of Geology andGeography.The opportunity and the responsibility you have now extended tome would have been grasped by many of those with whom I have beenassociated in making the plans for this portrait. They would havesaid, I believe, many of the things I want to say. I speak as the directrepresentative of 137 former students or immediate colleagues of Professor Salisbury, and I realize that in expressing our appreciation of him,we will express, in some measure, the feelings of many hundreds whohave not had an opportunity to join in this enterprise.PORTRAIT OF PROFESSOR R. D. SALISBURY 133Professor Salisbury is a master of the subject-matter which he usesin educational work. This has not only involved an appreciation ofthe fundamental principles of physics, chemistry, biology, and astronomy,and something of higher mathematics, but has meant years of researchwork, of careful and laborious field studies in geology, which have givenhim a command of the subject he teaches. He has a first-hand, intimate,and personal familiarity with the subject. No one ever felt when heentered the classroom that he was in doubt as to what he wanted toteach, or was unprepared to give his lesson. He is so full of the subjectthat when he comes into a classroom his thoughts turn directly to thestudents before him, and the subject-matter at his command is used asso many tools with which he may model or mold or in some way shapetheir mental habits. It is the student who is his chief interest duringthe class hour. Each lesson is taken up in the spirit of research, as onlya true research worker can give a lesson, and that spirit transmitted tohundreds and hundreds of students is perhaps one of his greatest contributions to education.The scientific method is one of thinking as well as of working. It is,indeed, the only definite method of thinking that the world has everknown. Through that rigorous training under which so many of us havesuffered he has cultivated our imaginations, he has led many to a feelingof intellectual independence, to an appreciation that their own mindscould work, that they could reason safely and accurately from one stepto another, until some conclusion of real significance was reached.That awakening of latent spirits in college men is, I believe, a greatachievement. Too many, by the time they reach college, have becomemechanical in their ways of study. They have lost that enthusiasm ofchildhood, or are unwilling (believe it is not polite) to show it; they haveceased to put themselves into their work, to become truly interested intheir college studies. Just as hard work may develop a strength ofcharacter, so continuous, serious, well-guided mental effort will certainly develop strong minds. Furthermore, every class-hour withProfessor Salisbury was a training in devotion to truth, in exact thinking, in open-mindedness, a training in the reservation of judgment untiladequate facts are known, a search for the truth, in which the instructorjoined with those being instructed. There is a high moral tone to suchteaching. It is indeed truly wonderful teaching.That true research spirit has led him with the same enthusiasm thathe has had in geological work into research in education and pedagogy.He enjoys his teaching. I have seen him when nothing could have kept134 THE UNIVERSITY RECORDhim from the classroom. He has entered with a twinkle in his eye,recalling the pleasure of the last hour he had with that class, and hascome out at the close of the hour again happy. Such a spirit is contagious. It is a common remark from many students that they havetaken his courses "to learn how to teach."I believe, however, that the strongest impulse which has led Professor Salisbury on in his work has been a real interest in the individualstudents with whom he works. It is for them that he always plans hiswork so carefully; it is for them that he thinks out new courses ofinstruction, new plans for laboratory work, new ways by which theymay have the advantages of field trips, of special lectures, or travel;and it is for them that he so carefully plans all examination questions.Over and over again I have known him to be truly enthusiastic aboutthe good work of some Freshman. He loves to get hold of them young.Each year as a new brood comes into the Department they put new lifeinto this man. It is for them he toils, and they always have his best.His interest in education has gone so far that I know he would liketo found and conduct a model school for boys. He would want themto learn to work with their hands as well as with their heads, to workhard, to love their work, to use their imaginations, cultivate initiative,and be good fellows. Such an institution would be fortunate with himas director, and if he would not accept the directorship, I would makehim president of the board.In all his work at the University he has held to the highest ideals inteaching. He has looked upon teaching, not as the work of an artisan,but as the work of an artist. Just as truly as the human mind is thegreatest creation in the natural world, so the modeling or shaping ortraining of human minds is perhaps the greatest work man may do.To have a good influence upon other people's minds, so that it mayaffect, perhaps, their entire lives, stands among the highest and greatestof achievements, and, I believe, places the possibilities in the professionof teaching among those in the greatest of the fine arts, and such teachingis of first importance in the welfare of the nation. Such ideals, however,demand strength and determination, and those qualities are locked upin the character and in the impelling personality of the man whom wehave come here today to honor.The student who has been fortunate enough to go with him into thefield, to live with him in camp, and to climb with him to great mountaintops, has felt the inspiration of a true lover of nature who sees in theflowers and trees and the wild life as much of interest and beauty as inthe geologic and geographic features of the landscape. About the campPORTRAIT OF PROFESSOR R. D. SALISBURY 135fire in the evening there is that good-fellowship that means so much tothe young student, and the little philosophical remarks made duringsuch visits often reflect the inner man. His close communion withnature has, I believe, had a profound influence upon his own nature andupon his devotion to the truth; and his frank, straightforward, honestmethods of dealing with individuals may be due, in part at least, to thisstudy and love of nature.As we have climbed the mountains and risen higher and higherabove all settlements and above the turmoil and rush of city life, Professor Salisbury has always become more and more enthusiastic. Hehas wanted to reach great outlook points where broad views could beobtained, where the larger problems associated with that immediatefield could be better appreciated, and where in that isolation and separation from worldly affairs one may have the freedom of study andcontemplation. That is one of the places where we may enjoy themagnificent and the beautiful.Yet Professor Salisbury's interest as reflected in the classroom, asreflected throughout his life, has been in people, and in recent years inhis turning more and more to geographic studies and in the developmentof the Department of Geography under his leadership, we have seenthat side of his nature expressed. He has seen throughout the study ofthe sciences that they have a value to mankind, and the great humanapplications of modern scientific geography have thus appealed to him.I know it is his ambition to see men and women who pass through thisUniversity so well acquainted with the great geographic features of theworld, with the climatic conditions, with the distribution of naturalresources, and the influence of these geographic factors upon the activitiesand ambitions of men, that they may come to sympathize in an intelligentway with the various peoples of the world.With the expansion of our commercial relations, with our moreintimate and complicated political relations with the nations of theworld, there comes a responsibility upon all great institutions of learningto train the American people better to understand the conditions underwhich different peoples live. A knowledge of world geography shouldbe secured by every student in college, and passed on to hundreds andthousands each year until the people of this nation may know betterhow to deal with the other peoples of the earth. In the end, this subjectshould contribute much to a stronger and more intelligent citizenship, to abroader and broader cosmopolitan citizenship among the American people.Mr. President, we wish to present this portrait to the University.We are pleased that the artist has so faithfully caught that expression136 THE UNIVERSITY RECORDof genial thoughtfulness, that strength of character, and that attractivepersonality that has always meant so much to us. We appreciate thathe has worked with a love for his art just as Professor Salisbury hasworked with a love for the art of teaching, and we appreciate that theartist shares with us a great admiration of the man.We hope and trust that many more students at this University mayhave the same advantages that we have here enjoyed. Men like thisdetermine the standing of an institution. They make the institution,and through their work the University lives on in the lives and works ofthose who have here secured their inspiration and training. We wantthis gift to carry with it a message of our appreciation and of the wonderfully effective and forceful teaching of Professor Salisbury and of hispersonal devotion to the welfare of his students, and, more than that,through this gift we wish to express publicly our sincere affection forProfessor Salisbury.ACCEPTANCE ON BEHALF OF THEUNIVERSITYBy PRESIDENT HARRY PRATT JUDSONLadies and Gentlemen:The University is more than pleased to receive this tribute of honorand affection. One of the charming things about the Old World institutions — I have especially in mind Christ Church, Oxford — is that thewalls are laden with the portraits of the mighty men who have donetheir nation and institution honor — the great scholars, the great statesmen, the great churchmen, who have made it possible to conduct thework through the centuries. As time passes we shall gather more andmore on our walls the portraits of those of our number who have hadgreat dreams and have labored to bring those dreams into reality. It isever a source of inspiration when the eminent painter or sculptor embodies what these seers dream in such a form that it lasts through theages. What the teacher has done has vanished away oftentimes anddisappeared in the souls of so many students that you cannot find it.It is there; it means great things; but often you cannot find it. Andso I am glad to have one of these groups of students embody in visibleform the features of the leader who has been their inspiration.In the last twenty-five years the departments of the University withwhich Professor Salisbury has been connected have grown up and havedone their work. The Department of Geology, of which ProfessorChamberlin has been Head from the first, and in which ProfessorPORTRAIT OF PROFESSOR R. D. SALISBURY 137Salisbury has been a professor from the first, has turned out ten stategeologists, more than one-fourth of all the state geologists. There havegone to the United States Geological Survey from the Departmentabout twenty men, several more than any other University has in theSurvey. In private geological work of an economic nature there areabout twenty-five of our men, many of them in positions of great responsibility. In faculties of state universities we have thirty-four men innineteen states, that is, in about half of the state universities. Elevenof our men are heads of departments of geology. The Department isrepresented in at least eight other colleges and universities, and in someof them by more than one man.The Department of Geography, of which Professor Salisbury isHead, has also made its influence widely felt. Not many colleges anduniversities offer work in that field, but our Department is representedin more than half of the institutions offering work in geography. It isrepresented in at least sixteen state and municipal normal schools by atleast twenty-five representatives. In the line of historical geography(the influence of geography on American history), work is now beinggiven in about a score of colleges and normal schools, and, so far as weknow, all of this work, with possibly one exception, had its source in ourDepartment. In all that work we know Professor Salisbury has had ahand.ADDRESS OF PROFESSOR ROLLIN D.SALISBURYMr. President and Friends:I am sure you will realize that what has been said does not make iteasy for me to speak.In years gone by I used to hear it said, more frequently than I liked,that certain people should be seen and not heard. It is curious howtime twists things about, for now it seems I must be heard for a moment,even though not seen — at least not by proxy, as was anticipated.For my own comfort and peace of mind I should prefer to be alistener only. Yet from another point of view I want to speak — to theextent at least of expressing my appreciation, my very deep appreciation— of the thing which has been done for me. That those who have beenassociated with me as students have cared to do what they have donemust ever remain one of the most grateful things of my life. I have notthe words to tell them how much their appreciation and their regardmean. But to those of you who are much younger than I, perhaps Imay say that it is the expression in one way and another of generous138 THE UNIVERSITY RECORDappreciation, whether in a large way like this, or in innumerable smallways, which constitutes one of the large rewards of the sort of life whichmen of our calling lead. The touch of good-fellowship, the appreciativeword, the warmth of heart, expressed in many ways, and often feltwhen not expressed, go far toward compensating the somewhat meagerreturns of other sorts which come to most men of our profession.No work which I have ever done or attempted to do has given meso much real satisfaction as the attempt to be of help to young men andwomen whose lives will go farther into the future than mine. To be ofservice in helping them, even a little, to larger success and to greaterinfluence and usefulness, and to feel that they in turn will help a youngergeneration in a similar way, and that the push in the right direction nowwill go on gathering momentum through the generations and the agesto come — and you know that geologists entertain no small idea of thelength of time when generations are to go on — is one of the great inspirations of life. To me it has been the greatest.And now that the portrait is done, I am more anxious than I cansay that the result should be acceptable to those who have been responsible for it. The subject himself probably is not a good judge of theresult; but the expression of opinion concerning it has been so cordialand so unanimous that I must believe that Mr. Clarkson has doneextremely well, considering what he had to do with. Whatever else istrue, the portrait is not neutral. If it doesn't speak and express positiveopinions, it is not Mr. Clarkson's fault, and if the result pleases, I amsure you will remember the artist who is responsible for its success.There is one other friend, or family, to whom those who were interested in the work owe something, as I do. Mr. Clarkson wished to dohis work in the country. This was made easy for me and for him by thekindness of my good friends — the good friends of many of us — Mr. andMrs. Heckman, who gave me a home while the work was in progress.We shall never know how much of the virtue of the result is due to them.I am sorry for my inability to express more adequately the feelingof which I am full today, the feeling which often has been in my mindsince I first knew of what my friends had planned. All of you have beenin positions at one time and another when you found words unadaptedto the expression of feeling, for some feelings are not translatable intolanguage. But I know that you have understanding of what I shouldlike to have said, and I only beg you to accept what you know I wouldlike to have said, in place of that which I have said so poorly.THE WILLIAM VAUGHN MOODYLECTURESPublic lectures are no new thing in the life of the University; thereis scarcely a day in the calendar that does not offer one or more to abusy and sometimes bewildered public; but the establishment of theWilliam Vaughn Moody Lectures is in many respects a memorableevent.The founder of the lectureship desires to make it a permanent andimportant feature of the intellectual life of the University and thecommunity at large. To this end he has offered to give a certain sumof money annually, a part to be expended each year for a series oflectures, and a part to be set aside for the creation of a permanentendowment fund of twenty thousand dollars. It is the feeling both ofthe founder and of the Committee appointed to carry out his aims thatlectures on this foundation should be of great and lasting value. It ishoped that the lectures and lecturers will win for the foundation a placeas important as has been attained by the Percy Turnbull Lectures at theJohns Hopkins University, the Barbour-Page Lectures at the Universityof Virginia, and the Lowell Lectures in Boston.Lectures may be arranged individually or in series. Usually, it isexpected, the lectures will consist of a series by some very notableperson, but the Committee is not obliged by the terms of the gift tomake such a series annual. An obligation of this sort has sometimescaused serious embarrassment to foundations desirous of securinglectures of the highest quality.The founder has set no limitation as to the subjects of the lectures.It is, however, in accordance with the spirit and aims of the foundationthat the lectures should not be technical or narrowly professional, andthat the lecturers should not be chosen from considerations of personalfriendship or inter-university comity. It is hoped, on the other hand,that, however wide may be the range of subjects in coming years, theywill all contribute directly to the enrichment of life by the applicationto it of vigorous and fruitful ideas.The founder desires that his name shall not be attached to thefoundation or even made known to the public. It may be stated, however, without violation of confidence, that this is not his first gift to the139140 THE UNIVERSITY RECORDUniversity, and that this gift — unexpected and entirely unsolicited asit was — had its origin in an unceasing interest in the University, abelief in its value to the commonwealth, and a vision of it as growingconstantly in vital resources and in influences wider, deeper, morepowerful, and more pervasive.At the suggestion of the founder, and with the cordial approval ofMrs. Moody, the foundation has been named the William VaughnMoody Lectures. The appropriateness of this designation will be atonce appreciated by all who knew the fine and vigorous soul thus commemorated. His was par excellence a life devoted to ideas and to art,but it was in their application to the nobler issues of life that for himhis ideas and his art had their value. A few readers of his poems andplays have perhaps so focused attention upon the incrusted and elaboraterichness of much of his verbal art that they have lost sight of his constantand growing occupation with ideas of immediate and fundamentalsignificance for life; but the more thoughtful lovers of his work havelong been aware of the range and importance of his ideas. There arefew of the larger problems of the individual and of the state speciallycharacteristic of our day that did not come to articulate utterance inhis all too brief career. Questions of patriotism and of the larger internationalism find noble and clear- visioned expression in the great "Odein Time of Hesitation," in "The Quarry," and in the courageous plea,"On a Soldier Fallen in the Philippines." The mutual relations andresponsibilities of the men who direct and those who are directed haverarely been more movingly sung than in "Gloucester Moors." Thevision of a day when machinery shall be, not a hindrance, but an aidto the spiritual life of man makes "The Brute" not only a noble poem,but an important piece of constructive economic thought. The expression of the doctrine of creative evolution in "The Menagerie" is aninteresting anticipation of the philosophy of Bergson. "Song Flowerand Poppy" sets forth the value of art in life and life in art; "TheDaguerreotype" is an almost too intense phrasing of the profoundestof our common human affections; and the great dramatic trilogy' strivesfor a rational and emotional unification of the multiform problems ofthe meaning and value of human life.Surely no other name could better connote the breadth and vitalpower of the aims of the foundation. Surely no other name could moreconstantly and insistently call upon the committee in charge of thefoundation and upon the lecturers themselves for largeness and freedomof outlook and utterance, for courage, for passionate love of the bestWILLIAM VAUGHN MOODY LECTURES 141that the past has wrought out and transmitted to us, and for no lesspassionate search, in the new world daily unfolding to our eyes, for yetnobler, freer, more potent ideals and modes of life.For the present year the Committee has arranged for a series ofthree lectures by three eminent men of letters.The first lecture of the series will be delivered at the Universityon April 5, by Mr. Alfred Noyes, poet and professor of poetry in Princeton University. Mr. Noyes was largely responsible for stimulating theinterest of the founder in the establishment of the foundation. Partlybecause of this, but chiefly because of his eminent services to the worldof literature, the Committee invited him to deliver the inaugural lecture.Mr. Noyes's subject will be "The Spirit of Touchstone in Shakespeare'sPlays."The second lecture will be delivered on April 19, by Mr. StephenLeacock, Professor and head of the department of economics in McGillUniversity. Mr. Leacock received his doctorate in philosophy ineconomics at the University of Chicago; but his appointment is due tohis eminence in economics and in the philosophic criticism of human life.His subject will be "The Mutability of the Forms of Literature."The third lecture of the series will be delivered on April 26, byMr. Paul Elmer More, Editor of The Nation, and author of manyvolumes of literary criticism. Mr. More's appointment is due to hiseminence as a sane and philosophic thinker and writer. His subjectwill be "Standards of Taste."THE DAVID BLAIR McLAUGHLINPRIZEThe David Blair McLaughlin Prize is a prize of approximatelyfifty dollars, established in memory of David Blair McLaughlin, 1895-1914, a student in the College of Literature of the Class of 1916. It isawarded annually to a student having credit for not more than eighteenmajors of college work who has shown special skill and sense of form inthe writing of English prose. It was founded by Professor McLaughlinand Mrs. McLaughlin in December, 1914. The Department of Englishwas asked to draw up a plan for competition and award, and a committeeconsisting of Professor Linn and Associate Professors Boynton and Flintmade suggestions and consulted with Professor Lovett.The first competition occurred in 1916, and the conditions were asfollows: Each contestant was to write a critical essay of three thousandto five thousand words on some subject pertaining to literature or thefine arts, history, philosophy, or social science. The subject was to besubmitted to the Dean of the Junior Colleges by a given date, and theessay, typewritten, was to be handed to him two weeks later. Thepapers were to be unsigned but accompanied by the author's name in asealed envelope. These conditions were announced in chapel, in theMaroon, and in various English classes. A committee consisting ofProfessor Linn, Associate Professor Flint, and Mr. Grabo was appointedby the Dean of the Junior Colleges to read and pass upon the manuscripts submitted. The subjects of some of the essays submitted were:"Byron and His Russian Disciples," "A Legal Freethinker for theSupreme Court," "The Origin of Style in American Architecture,""Our Crime against the Criminal," "Ibsen and His Contribution toModern Drama." The award was given to Mary Emma Quayle, of theClass of 1919, for a paper on "The Poetry of Yeats."An especial interest attaches to this gift, for the person commemorated belonged to the University in a double sense. David McLaughlinwas a young man of rare promise. Though he had attended the University but five quarters, he was so notable a personality that he waswidely known, and the universal interest and intense sympathy arousedby his fatal diving accident in August, 1914, were a tribute ordinarilygiven only to one of long association with the quadrangles. This deep142DAVID BLAIR McLAUGHLIN PRIZE 143impression made in so short a time was the result of his appearance, hisattainments, and his character. The University has had no son ofnobler physical distinction. Very tall and straight, with alert bearing,fresh, fair coloring, and a clean-cut profile, he stood forth in any group.And the impression of keenness and fineness given at once by his appearance was borne out by his work in the classroom. In his English classes,for example, he showed a delicacy, restraint, and sense of form that wereof the happiest augury. He had studied drawing and had displayed inthat field the same grasp of form. It was because his work in composition had so greatly interested him that his parents gave to their memorialthe character it has.His gifts he carried with a delightful modesty that was at the sametime wholly firm and self-reliant. Indicative of his whole attitude washis manner in a classroom. His look was keen, concentrated — a lookto stimulate an instructor. But, perhaps because of his academic connection on both sides of the family, his bearing expressed a friendlinessand ease that even very happy natures usually acquire only when distantthree or four years from the high school. His refreshing humor wasnever an interruption in a class; it was a new bond of amity and understanding between student and instructor. It simply did not occur tohim that a class hour might not be a pleasure, or an instructor a friend.But it was the boy's character, after all, which promised for him ahigh future. And to that character, in its fineness, trustworthiness,poise, and strength, all the things which Stevenson says in the memorableperoration of his Aes Triplex are applicable. His was a "happy-starred,full-blooded spirit," and one could not feel, when it "shot into thespiritual land," that there was any unfitness. The sense of loss — loss toa world sorely needing just the qualities such a soul had to give — wasdesolating, but there was none of the pain, for those who knew DavidMcLaughlin, of contrasting the earthly with the spiritual. Kipling'stribute to his wife's brother might have been written of him:Scarce had he need to doff his pride or slough the dross of earthE'en as he trod that day to God. so walked he from his birth,In gentleness and simpleness and honor and clean mirth.It is grievous to be able to record nothing that the world recognizesas achievements. But what can nineteen years, in this age of "prolonged infancy," leave behind it in deeds? The A's of his academicrecord are all that one has a right to expect. But who shall say he maynot have even earthly achievement through those young spirits whom asexemplar he shall quicken ?THE DAVID BLAIR McLAUGHLINPRIZE ESSAY 1916THE POETRY OF WILLIAM BUTLER YEATSBy MARY EMMA QUAYLEFor centuries Ireland has treasured a vast wealth of native folklore,yet her only great singer began his work late in the last century. WilliamButler Yeats was born in 1865, and completed his first volume of poemsin 1889. His work falls into three general divisions: poetry, lyricaldramas, and prose tales. All his writings are based upon the Irishfolklore with which he became familiar as a child. His poetry breathesthe atmosphere of Ireland, but whether it is the real, material Irelandthat he shows us, or a fantastic creation of his own, we shall see later.The purpose of this paper is to judge, as fairly as possible, from the textof the poems and lyrical dramas, what Yeats believed to be the functionof nature in verse, his conceptions of love and life, and his ideas of theplace of poetry in the modern world. The ultimate aim will be todetermine Yeats's importance as a poet and the degree of permanentvalue of his work.It is necessary first in the study of poetry to consider the verse form,meter, and habits of expression characteristic of the poet. Mr. Yeatsuses in all his dramas blank verse of rarely musical quality and of suchgreat freedom that many have accused him of transgressing the laws ofblank verse, in ignoring accent and the forms of scansion. It is truethat there are frequent inversions of stress and that the lines sometimesvary greatly in length, but the effect is always satisfyingly musical.The sense of the poetry produces the rhythm or "tune," instead of beingdominated by it. The "tune" is necessarily simple, never pronouncedlike that frequently employed by Poe. Mr. Reid says on this point,"I should say that the tune of Annabel Lee is external, is not inevitable,while Mr. Yeats's tunes are internal, are an integral part of the poem,tune and substance melting together so that the form and the sense areone. His prosody is based upon what Mr. Bridges calls 'the naturalspeech stress' rather than on that which is ordered by the 'numeration of syllables' and a strict regularity of accent."1 Such verse is very1 Forrest Reid, W. B. Yeats, a Critical Study, p. 88.144DAVID BLAIR McLAUGHLIN PRIZE ESSAY iqi6 145easy to read because the rhythm is so closely linked with the sense, andit must be remembered that the vocal test is the final one.Mr. Yeats is a symbolist. In The Wind among the Reeds, whichappeared in 1899, he first uses symbolism consciously. Although theeffect is beautiful, over half the book is necessarily devoted to explanatory notes. Symbolism is good as far as it is natural and lucid. Butwhen it is carried to such an extent that a page of explanation is necessary for a single figurative line, symbolism has become a stumbling-block in the poet's path. In 1899 we find Yeats using figures in adeliberate, self-conscious way that detracts from the beauty of hiswork. In his later lyrics, however, the symbolism has almost vanished,leaving his style austere and crystallized, but still beautiful.Nature, which plays so large a part in folklore, is employed byYeats in a distinctly original way. It is to him a mirror in which therestless moods of his poetry are faithfully reflected. Trees, lakes, starshave, for him, no beauty or value in themselves. He sees and revealsthem to the reader only as "the trembling trees," "the desolate lake,""an obscure star." Nature wears for him the grayness of his somberreveries. The sea is always "the bitter tide," "a pale cup," "the dimsea that cries her old cry still." Water is the symbol of the passingaway of life and time —All that's beautiful drifts away-Like the waters:Life-Goes dripping like a streamFrom change to change.1The background of nearly all the love poems is "the drear Hart Lake,""this desolate lake" —You, too, have come where the dim tides are hurledUpon the wharves of sorrow.2A fairy's face is "pale as water before dawn."3 The stars are veryfrequently referred to as "pale stars," "dishevelled wandering stars,"c ' mournful stars ' '—God lights the stars, His candles,And looks upon the poor.4The moon is "wandering," "worn," "curd-pale," representing wearinessand decay. The sky is "dew-dropping," "old," and mysterious. Theheavenly bodies, as well as the waters, portray gloom and a sense of the1 Poems, "Fergus and the Druid." 3 Ibid., "The Land of Heart's Desire."2 Ibid., "The Rose of Battle." « ibid., "The Ballad of Moll Magee."146 THE UNIVERSITY RECORDperishability of man and his mortal joys. The fairies warn the littlehuman child, "the world's more full of weeping than you can understand."1 Everything is made to correspond with this gently melancholyview of life. Yeats creates for us "a whirling and a wandering fire,""the heavy boughs," "pale lights," "the withered sedge." The dawnalone glows with color and brightness, departing from the commongrayness of the rest of nature. We are shown "the green dawn,""odorous twilight," "a hundred morns flowered red," On earth "allmust fade like the dew," "the dim tide sighs on the dove-gray sands."The moon like a white rose shoneIn pale west, and the sun's rim sank,And clouds arrayed their rank on rankAbout his fading crimson ball.2Not only stars and the sea, but the birds and animals becomeshadowy and subjective in the twilight grayness of the poet's imagination."'My speed is a weariness,' falters the mouse."3"Through the broken branches go the ravens of unresting thought."4"The Years like great black oxen tread the world,And God the herdsman goads them on behind,And I am broken by their passing feet."5All this accumulation of examples is meant to emphasize one idea,which Mr. Reid expresses concisely as follows: "Mr. Yeats's view ofnature is in the highest degree mystical and subjective. The world,as we find it in his poetry, is a world that has passed through his imagination and is wrapped in the twilight grayness which reigns there. Woodand stream and mountain .... appeal to him principally fortheir imaginative associations.. The whole mood is a yearning forrelease."6Mr. Yeats makes no attempt to depict nature as it really is. TheIreland which he pictures in his poetry is an Ireland of solitude and bare,desolate beauty; an ideal Ireland, mysterious and haunting. He givesus no real Irish people. He writes from Ireland, "I should like to livehere always, not so much out of liking for the people, as for the earthand sky, though I like the people, too." This is always his attitude.The characters of his poetry are shadowy sketches. His interest is allin the "brightening air," the earth, the waters, the woods of his idealized1 Poems, "The Stolen Child." 4 Ibid., "The Two Trees."2 Ibid., "The Wanderings of Oisin." s ibid. , " The Countess Cathleen."3 Ibid. 6 Forrest Reid, W. B. Yeats, a Critical Study.DAVID BLAIR McLAUGHLIN PRIZE ESSAY !Ql6 147Ireland. He depends, not on people, but on nature for all his atmosphere, in fact for the whole embodiment of his poetry. And everythingis grayed, and made weird and unnatural to fit the mood which inspiresthe poetry. The words and the sense, however, are always as closelyallied as soul and body.Yeats treats love also in an original way. Love to him is a beautifulthing, but is marred by a realization of life's brevity and mortal weakness.His poems express a passionate longing for something beyond humanlove, an ideal the pursuit of which makes the lover restless and weary.Michael Robartes in The Wind among the Reeds loves no mortal, but anabstract and eternal beauty. Yeats constantly expresses distrust ofthe permanence of love."Other loves await us."" Before us lies eternity; our soulsAre love and a continual farewell."1There is always the resigned courage of lost love and heartfelt disappointment —Although our love is waning, let us standBy the lone border of the lake once more.2All the love poems bring home the same central theme: love isbeautiful, but fleeting as a shadow. Still Yeats expresses a firm beliefin a land where love is never weak nor transitory, but always permanentand ideal.Mount by me and rideTo shores by the wash of the tremulous tide,Where men have heaped no burial mounds,And the days pass by like a wayward tune,Where broken faith has never been known,And the blushes of first love never have flown.3Love on earth is but momentarily sweet and endlessly sorrowful. Theonly joy Yeats finds in love is in looking forward to the mysterious landwhere love will be perfect and painless. There he will no longer see"the phantom, Beauty, in a mist of tears."4The fairies stand in very close relation to the human beings. Theyare made as real as any of the characters who are human, especially inThe Land of Heart's Desire. It is not at all certain that Mr. Yeatsdid not believe in fairies himself. At any rate, he paints them very1 Poems, "Ephemera." 3 Ibid., "The Wanderings of Oisin."2 Ibid. 4 Ibid., " Anashuya and Vijaya."148 THE UNIVERSITY RECORDrealistically. The "good people" "post about the world" and "theymay steal new-married brides, after the fall of twilight on May eve."". . . . God permitsGreat power to the good people on May Eve."1"They can work all their will with primroses,Change them to golden money, or little flamesTo burn up those who do them any harm."2The fairies go to each door, on May eve, asking for milk and fire, butWoe to the house that gives,For they have power upon it for a year.3The fairy child calls dreamy Mary Bruin away "to where the woods, thestars, and the white streams are holding a continual festival."4 Thesongs of the fairies are exquisite —The wind blows out of the gates of the day,The wind blows over the weary of heart,And the lonely of heart is withered away,While the fairies dance in a place apart.For they hear the wind laugh and murmur and sing,Of a land where even the old are fair,And even the wise are merry of tongue.*The somber Druids are seen at twilight, but when followed, they " changeand flow from shape to shape, first as a raven .... then aweasel, now a thin gray man."6 The Druids are the "most wise ofliving souls."7The poetry reveals a strange, though essentially simple, philosophyof life, which Mr. Yeats must have formulated as a very young man.He writes at length on this subject in his Ideas of Good and Evil, but ourtask is to find out what he thought about life from his poetry alone. Inthe first place, he seems to feel a certain unstableness, a perishability ofthe earth and all earthly things. Nothing around him seems permanent.The wandering earth herself may be,Only a sudden flaming word,In clanging space a moment heard,Troubling the endless reverie.81 Poems, "The Land of Heart's Desire."2 Ibid. *Ibid. * Ibid. $ Ibid.6 Ibid., "Fergus and the Druid." * Ibid.*Ibid., "The Song of the Happy Shepherd."DAVID BLAIR McLAUGHLIN PRIZE ESSAY igi6 149This "weary earth" exists only until —.... God shall come from the sea with a sighAnd bid the stars drop down from the sky,And the moon like a pale rose wither away.1The poet has a strong sense of the omnipotence, the infinite love andwisdom of God."He who could bend all things to His willHas covered the door of the infinite fold,With the pale stars and the wandering moon."2" God covered the world with shade,And whispered to mankind."3"He who is wrapped in purple robes,With planets in his care,Has pity on the least of things,Asleep upon a chair. "4In every poem one feels the conflict of spirit and matter. Truth isarrived at only through the imagination.. . . . There is no truth,Saving in thine own heart.*The poet disdains the earth and things material. His poetry is wovenof shadowy, symbolic elements; his "hollow moon" and "desolatelake" are only symbols to give substance to the weird grayness ofimagery. They are no real moon nor lake, such as other men see. Yethis poetry is always satisfying, because the definite and tangible substance of his philosophy is behind it. He is ascetic, mystical. Hisvery asceticism leads him into some revolting errors. For instance, herepeatedly connects physical drunkenness with a flaming, divine visionwhich is "perfect blessedness.""I see the blessedest soul in the world,And he nods a drunken head."6" One has seen in the redness of wine,The Incorruptible Rose."71 Poems, "The Wanderings of Oisin."2 Ibid., "Countess Cathleen."3 Ibid., " The Ballad of Father Gilligan."*Ibid.s Ibid., "The Song of the Happy Shepherd."6 The Wind among the Reeds, "The Blessed." 7 Ibid.ISO THE UNIVERSITY RECORDAs all these quotations prove, Yeats looks upon life as gray andmonotonous —"For life moves out of a red flare of dreamsInto a common light of common hours,Until old age bring the red flare again."1" God gives a little round of deeds and days."2In his disdain of things earthly the poet scorns man with his commonround of toil, his strife and sorrow.But oh sick children of the world,Of all the many changing things,Words alone are certain good.3Mr. Reid asserts, "If we, as immortal spirits, are sent into theworld clothed in flesh, it must be because our life here, and under thecircumstances that our bodies impose upon it, is necessary for ourspiritual development; and it follows that we defeat the divine purposeif we refuse that life, or refuse the world. The philosophy of Mr.Yeats .... implies such a refusal. It is the philosophy ofrebellion, of the fallen angels."4 "We must destroy the world," criesPaul Ruttledge, "we must destroy everything that has Law and Number,for where there is nothing, there is God."5 Mr. Yeats, like Ruttledge,is consumed by a passionate flame of asceticism, which would burn toashes all the altars which our modern civilization has erected. Hisardent mysticism would turn iconoclast against all the noblest achievements of man. Such philosophy is destructive. We have now to seewherein the value of such work lies.With the results of this brief study before us, the question nowarises, what relation has Mr. Yeats's poetry to the problems of our ownlives? Recently a great many novelists, dramatists, and poets havecentered their writing in modern social and industrial problems. Yeatsexpresses neither the ideas and tendencies of his own age, nor of anyother. His work is completely personal. The problems are his own,the ideals, the inspirations. He looks upon the world only as it is"mirrored in his own soul." Every line of every poem is carefullythought out and worked over, surcharged, as it is, with the influenceof a deep spiritual experience.1 Poems, "The Land of Heart's Desire."2 Ibid.*Ibid., "The Song of the Happy Shepherd."4 Forrest Reid, W. B. Yeats, a Critical Study. s Ruttledge, Where There is Nothing.DAVID BLAIR McLAUGHLIN PRIZE ESSAY IQl6 151His work "stands extraordinarily outside the tendencies of an agewhose art, too rarely touched with any desire for beauty, is becomingmore and more controversial, and more and more .... theunwilling .... bondservant of movements social and economical,so that one chooses one's poet or one's novelist .... for hisopinions on politics, socialism, or the emancipation of women."1It is true that Mr. Yeats does not touch the modern problems withwhich our other writers are struggling. Labor agitations have not theslightest interest for him. He seems scarcely to be aware that suchthings exist. The shadowy woods, pale stars, and desolate waters ofhis idealized Ireland exclude every other thought and emotion. Evenhis abstractions point no morals and offer no help for our social difficulties.He is completely cut off from the strife of a sordid modern world. Hisown philosophy has circumscribed the range of his poetry, includingonly the gray dreams of his peculiar imagination.We have, therefore, the anomaly of a poet whose work is perfect inform and expression, ideally beautiful and lofty in tone, but completelydivorced from human life and from the very earth itself. This poetryhas three distinct sources of popular appeal: first, the sheer beauty ofform and imagery, apart from the sense, will always attract those peoplewho admire Poe and Swinburne; secondly, the very asceticism, theweird, gray beauty that infolds every line, compels the admiration of acertain type of mystic-minded folk; and thirdly, the poetry is universaland "timeless" in appeal. There is nothing to bind it to any particularperiod. It can be read a century from now, with as much enjoymentas it inspires today. This cannot be said of the "problem" plays andpoems, which belong to a definite time, outside of which they lose theirsignificance. Yeats will always appeal to the lovers of pure beautyand mysticism, in every age and place. His work is original, bare ofunnecessary ornament, and unquestionably masterly. Yeats has puthis personality into his poems as very few poets have ever been able todo. He enriches our literature with beauty and mystery in an agewhen we are inclined to be practical and prosaic. In his conception ofpoetry as a revelation of a hidden life, rather than a criticism of life,Yeats approaches Milton. Although he presents no solution for thechild-labor problem, he thrills us with the witchery of his simple lines.Yeats is the high priest of a beauty and idealism which are undying inthe subtlety of their appeal. He believes with Keats, that —Beauty is truth, truth, beauty.1 Forrest Reid, W. B. Yeats, a Critical Study.THE FIRST YEAR: OCTOBER 1, 1892,TO OCTOBER 1, 1893— ContinuedBy ALONZO KETCHAM PARKERIt by no means follows, however, from the quite unanimous publicconsent to the University policy of coeducation, that it was unanimouslyregarded in the University community, where all things, in the heavensabove and the earth beneath and the waters underneath the earth, weredebatable matters, as the best conceivable policy. But the dissent ofthat day went little farther than to inquire whether there might not bemore than one form of coeducation; it hardly ventured to assail thewell-garrisoned and fortified citadel itself. One guesses vainly as to thedegree of dissent or the warmth of controversy that may have lainbehind this editorial note in the University News of March 14, 1893:Coeducation has been tried here for half a year. By this time doubtless everyonehas formed some general notion of the advantages and disadvantages of it. The Newswill receive brief contributions on this subject, averaging one hundred and fifty wordsin length, and tomorrow will publish an article against the system.Tomorrow came, but not the promised article. In place of the expected assault the trumpets sounded a retreat. Listen again to thecandid News, March 15, 1893:On Tuesday, the News said editorially that it would publish an article againstthe system of coeducation. The writer of the article, after some deliberation, hasdecided to withdraw it, presumably for lack of arguments. However that may be, thecolumns of the News are still open for contributions on this subject, pro or con. Forourselves we think the system of complete equality as in operation here has been apronounced and unqualified success. On general principles too, we believe in fullequality and freedom of the sexes. Even if woman, in the buoyancy of her emancipation, has carried things a little too far, what of that ? Even if, by running a steamengine and playing baseball, she does seem to be somewhat over eager to demonstratethat she can do all that a man can do, what of it ? . . . . We are bound to say, however, that the spirit of emancipation above mentioned has not exhibited itself hereto any alarming extent; the women students have borne themselves in such a way asto compel the admiration and respect of every man student in the University ofChicago.The First Convocation, in accordance with the University calendarfollowed for the first ten years, was held at the opening of the WinterQuarter, on the evening of January 2, 1893. The place was Central152THE FIRST YEAR: OCTOBER i, 1892, TO OCTOBER 1, 1893 153Music Hall, on the corner of Randolph and State streets, at that timethe most convenient and attractive assembly room in Chicago. It wasin Central Music Hall that Professor Swing preached the sermons whichplaced him among the most influential religious teachers of his day, thatthe Union League Club held its earliest Washington's Birthday celebrations, that the Messiah was sung annually in Christmas week, that ourvery best people danced at the Annual Charity Ball. The ConvocationProcession of Faculty and students formed in the foyer and marchedsolemnly down the central aisle (there has never since been seen sosolemn a convocation procession), to be joined on the platform by theBoard of Trustees, who had not yet assumed academic dress and werequite too diffident to join in the parade. To the people of Chicago,eager to witness the first University function, this Convocation Procession was a fearsome sight. It was fairly incredible that a single university, and a very youthful university, could give employment to more thanone hundred professors. How could they possibly earn the enormoussalaries they were all, from the least to the greatest, popularly supposedto be receiving ? And the caps and gowns, worn though they were forthe most part with an affectation of nonchalant ease, removed theirwearers at once from the ranks of the teachers to whom we had all goneto school, to inaccessible heights of learning, and invested them withmysterious prerogatives of dignity and authority. The day of rainbow-hued hoods was not yet, but the somber procession was enlivened by asingle sensational splash of color in the scarlet Cambridge D.C.L. gownworn by Professor .Lawrence. The exercises began with the prayeroffered by Rev. Simon J. McPherson, D.D., of the Second PresbyterianChurch. The Convocation Address was delivered by Head Prof essorHermann Edouard von Hoist, Ph.D., on "The Need of Universities inthe United States." Then followed awards of fellowships, scholarships,and special honors, and the formal introduction by the UniversityExaminer of "incoming students" in four groups, to whom, in turn thePresident spoke a brief welcome. After the "President's Statement onthe Condition of the University" and the benediction by Rev. P. S.Henson, D.D., of the First Baptist Church, the procession streamed outto the foyer, where President and Mrs. Harper received eager congratulations upon the success of the first public University function.It was not to be expected, of course, that the University should beable to present candidates for degrees at the end of its first three monthsof instruction. But the Quarterly Convocation was an important featureof the University's unique plan of organization, and it served other154 THE UNIVERSITY RECORDpurposes besides the conferring of degrees. In this case it called publicattention to the fact that the University was actually at work upon thefour-quarter system. It permitted the introduction to the citizens ofChicago of the most distinguished member of the University faculty.It gave the President his first public opportunity to speak freely of hissplendid vision of the University of the future. His manner made itevident that he felt profoundly the significance of the occasion. He said :We have met this evening to celebrate for the first time a day which we mayconfidently believe even a thousand years hence will be celebrated in the same spiritthough in a different form. Do we realize the meaning of it all ? There is a feelingof uncertainty and anxiety connected with first days and the first doing of things.There is also sublimity and solemnity if the cause is high and holy, and if being suchthe significance of it is appreciated Our first Convocation [to quote the closing paragraph] has come and now is gone.Will not the students receive from it new inspiration for that which lies before them ?Will not the Faculties of the University take up again their work, no longer new, butalready old; a work the magnitude of which no man can estimate; will not our friendscarry home with them clearer conceptions of what the University is, what it is tryingto do and what it needs to make the effort successful; and will not those men andwomen to whose liberality the University owes its existence recognize still moreclearly than before the greatness of the work undertaken, the divine guidance in itall, the fact that what they have done has been done for all eternity ?The Second Convocation was held on Saturday evening, April i,1893, in the Gymnasium, and the President's reception followed in CobbHall. The Convocation Address was given by the Head Professor ofGeology, Thomas Chrowder Chamberlin, on "The Mission of theScientific Spirit." A paragraph in the President's Statement containssignificant recognition of a need, even then thought urgent, which theUniversity has sometimes been thoughtlessly charged with havingentirely overlooked. He has been speaking of the laboratories desiredand in a measure planned for science.But shall the departments of science have all the laboratories ? The word scienceis very broad, and scientific work as well as scientific methods may not be restrictedto the physical and biological sciences. The University surely has done much for thesciences, so called, but from the beginning it has declared itself a champion of thatkind of education which some today perhaps call old fashioned, but which in theopinion of those who have inaugurated the University furnishes a broad and firmfoundation for mental strength and character. Situated as we are in an atmosphereintensely materialistic, it is incumbent upon us to lay special emphasis upon thehumanistic side of education And so laboratories must soon come for theclassical departments and for the several departments connecting themselves with thatof history. There is a place set apart on the campus for a group of literature buildings.These four will be dedicated one to Oriental literature and archaeology, a second toTHE FIRST YEAR: OCTOBER i, 1892, TO OCTOBER 1, 1893 155Greek literature and archaeology, a third to Latin literature and all that may be connected with it, and a fourth to modern literatures. These buildings, although notlaboratories in name, will be laboratories in reality We cannot wait long forthese halls to be erected. They are greatly needed."At the Third Convocation, held in Central Music Hall on the eveningof June 26, 1893, Professor William Gardner Hale, Head of the Department of Latin, gave the Convocation Address, on "The Place of theUniversity in American Life," and the President's Statement followed.The distinguishing Convocation event, however, was the first conferringof degrees. Fourteen candidates received the undergraduate Bachelor'sdegree — ten, the degree of Bachelor of Arts, four, the degree of Bachelorof Philosophy. Twenty-five graduate degrees were conferred — fourteenBachelors of Divinity, six Bachelors of Theology, two Masters of Arts,two Masters of Philosophy, one Doctor of Philosophy. The first candidate for the highest degree conferred by the University was Eiji Asada,of the Imperial University of Japan. Seldom since has a candidate fora University degree been greeted with applause so hearty and long continued as that which welcomed this Japanese student. Dr. Asada wasat the time under appointment as professor of Old Testament literaturein the Methodist Theological Seminary at Tokyo, Japan.With the Third Convocation the University closed its first year ofinstruction. The Summer Quarter was reluctantly surrendered, but ithad been clear from the outset that it could not maintain itself in 1893against the competition of the World's Fair, glittering and clamoring atthe very doors of the University. But it was characteristic of PresidentHarper to propose, since he could not compete with the Fair, to cooperate with it. Why should not the University utilize this large educational opportunity ? Forthwith, the Columbian Summer School underthe auspices of the Department of University Extension was organized.The exhibits of the Fair were to serve as illustrations and object-lessonsto carefully adjusted courses of lectures. The students who shouldenrol in the Columbian Summer School would spend the morning in theclassroom and the afternoon in visits under expert guidance to the Exposition buildings. The scheme was elaborated to the minutest detail.The conditional approval of the Trustees of the University and of theDirectors of the Exposition was obtained, public announcements weremade, and correspondence with instructors were begun. Then, rathersuddenly and without adequate explanation, the promising undertakingwas abandoned. Whatever the obstacle that proved insurmountable,it certainly was not the fear on President Harper's part that the plan156 THE UNIVERSITY RECORDwas unworkable. It was not his way to despair of the success of an enterprise which he was himself furthering.In the abandonment of the Columbian Summer School the University dormitories and halls were rented to visitors to the Fair, and werethus occupied for three months. In his Convocation Address, October i,1893, the President said:During our absence the University through its representatives has played thehost to many guests, 4,500 in round numbers. Professors and students from all theleading institutions of the country and from many universities abroad have residedin the University. Learned societies have held meetings in its lecture-rooms. Thealumni of many colleges have held reunions. The University during these monthshas been a center of activity not unlike that which exists under ordinary circumstances..... It was a great honor to the University to have within its walls the meetings ofbodies of men so learned and influential as for example that of the InternationalInstitute of Statistics. It will be an advantage to the University that in this way somany men and women have become more familiar with its location and with the scopeand plan of its work.The three convocations of the First Year introduced the Universityformally and soberly to the city of Chicago and to that much largercommunity, as well, of the friends of higher education which was watching it with mingled fear and hope. Not that the University had lackedpublicity at any time. Publicity, of course, was essential to its existence.It had desired and deliberately sought it, and, truth to tell, had receivedit in overflowing measure. Its plans and proceedings, actual andimaginary, had been trumpeted to the four winds of heaven. Favoredof the gods, it had no enemies, some friendly critics, and very manyfriends. But not all its friends, grievous experience taught, were wellinformed and discreet. They appeared to have conspired to bringreproach upon the University by the misplaced emphasis of their boasting. In the degree of their admiration was their clamor. They calledit "unconventional," "up to date," "the friend of the common people,""truly American," and, highest encomium of all, "truly western." Itwas certain to show itself, they proclaimed, and that in no long time, thebiggest thing going in the educational world. The inevitable result ofthis resounding adulation upon many conservative minds was a reaction of prejudice or at least of suspended judgment. One should becareful not to take the new University too seriously. It was to be fearedthat it was playing to the galleries. Its educational policy appeared tobe little more than a succession of freakish and sensational experiments.It desired the praise of men and their millions more than sound scholarship and disciplined intellect. It was dizzy with an early and cheaplyTHE FIRST YEAR: OCTOBER i, 1892, TO OCTOBER 1, 1893 157won success. But alike to injudicious friends and prejudiced critics theUniversity was disclosed in these first convocations in its proper spiritand purpose. The sober, carefully ordered ceremonial was reassuring tosome as the outward indication of respect for academic tradition and ofa commendable desire to deserve a place in the honorable fellowship ofuniversities with a reputation patiently and laboriously won, a background, and a history. And others, disposed at first to scoff at anynineteenth-century revival of an antiquated flummery which wouldnever go down in the breezy and hustling West, were unexpectedlyimpressed. They wondered, but forebore to be jocular. They wentaway chastened, acknowledging that since the Rockefeller institutionon the Midway was really and truly a university, it did well to behavelike a university and not like a commercial college.Unexpectedly captivating also to Chicago audiences were the Convocation Addresses of the First Year, given in each case by a member ofthe University who was not only an eminent scholar, but also a man whohad learned how to deliver a message to the public ear lucidly and convincingly. Indeed, it was not a little surprising to the public of thatday that a cloistered professor, one of the class commonly thought tohave withdrawn in weary disdain from the din of the market place andthe vulgarities of political affairs to engage in abstruse researches intothe intellectual development of the cave-dwellers, the subtleties ofMongolian syntax, or the emotional reactions of the tadpole, shouldappear to have something to say of immediate and practical significanceto the men of his own generation. A professor to concern himself withsuch practical matters as the foundations upon which a stable democracymust build! A professor to declare his devotion to things as they are,to " uncolored realities " I A professor to expound the indispensable contribution of the hardy and disciplined intellect to a vigorous Americanlife! Could such things be? And if the University really cared withall its heart for matters so momentous for today's enterprises and ambitions, for the things which had to do with good citizenship and clearthinking and clean living, what might it not contribute, as time wenton, to the worthiest and noblest endeavors of the community in whichit had elected to make its home ? The practical, hard-headed businessman who supposed that he knew, instructed by his own experience, justwhat training his sons needed for success in life, and in view of thisknowledge had been wishing that the "Midway institution" were moreof an up-to-date business and trade school and less of a dead-languagesdrill, began insensibly to reconsider these conclusions. There must be158 THE UNIVERSITY RECORDsomething to be said for a college training after all, since these collegemen appeared so plainly to be, not idealists and recluses, but men ofaffairs not unacquainted with the world they lived in and not indifferentto the demands of nineteenth-century problems. And if doubts lingeredas to whether or not the University was the University of Chicago, loyalalready to its home and ours, expecting our pride in its honorable renownin time to come, and asking us to admit it to a share in our civic responsibilities, misgivings vanished completely when the President took us allinto his confidence in his "Quarterly Statement of the Condition ofthe University." "It is understood," he would say, "that the friendsof the University desire to know its real condition. From the beginningthe University has had no secrets from the public." How eagerly wehung upon his words, and how rapturously we applauded when he recitedthe wonder tale of amazing growth and incredible gifts, and of theundreamed-of opportunities which yesterday laid at the door! Howkeen our sympathy with his reluctant admission that the University wasstill a suppliant for the hundreds of thousands of dollars which wouldbarely furnish certain indispensable requirements! How ardently wehoped, as we listened breathlessly, that the long-delayed announcementof the new, munificent donor might even now be trembling upon his lips !Requests, nay, demands, that we should have scouted as altogetherpreposterous and extravagant, appeared at once, when he uttered them,reasonable and even modest. The condition of the University, it becameplain, had been misrepresented. It was time, indeed, that the publicshould understand the facts. If not literally poverty-stricken, it waskeeping up a brave appearance upon the narrowest subsistence income.The petty, pessimistic warnings of rocks ahead upon which this good shipwith so rash and reckless a captain in command must inevitably suffershipwreck were shamed into silence before his quiet and serene confidencein the University's future. "The work ahead of us," said the President,in the Convocation Statement of October, 1893, "is exacting in itsdemands. With the strength given us, and with the help promised usfrom on high, we may confidently undertake the work, leaving it to thewise Providence of Him who directs all things to make such provision aswill supply the deficiencies which will exist in spite of our best efforts."The charter of the University, in its provision that at all times twothirds of the Trustees and also the President should be members ofregular Baptist churches, that is to say, members of churches of thatdenomination of Protestant Christians now usually known and recognized under the name of the regular Baptist denomination, constitutedTHE FIRST YEAR: OCTOBER i, 1892, TO OCTOBER 1, 1893 159it a Christian institution. It was inevitable, however, that many shouldhave interpreted this provision of the charter as a declaration that thechief end of the University was the aggrandizement of the Baptistdenomination. It was commonly known in the newspaper headlines of1889-92 as "the Baptist College," "the Baptist University," "the greatBaptist institution." It was described by fair-minded and friendlycritics as "sectarian," as though it had never before been heard of thatan institution of learning should be under denominational control. Itwas a man sincerely attached to the President and deeply interested inthe work in which he was engaged who wrote to him, "I cannot feel thatyour institution can ever escape its sectarian entanglements and comeinto assured power." When President Harper in a public addressexplained that "while the University will be owned and controlled byBaptists it will stand merely as that denomination's contribution to theeducation of the world," a city newspaper commented upon his candidstatement with an absurd assumption of superior knowledge: "There isevidence that while the institution may not be 'devoted' to the propagation of Baptist doctrine its religious teaching will be distinctivelyBaptist as the teachings of Andover Theological Seminary are Congregational Orthodox and that Mr. Rockefeller's gifts are bestowed withthis proviso." Another newspaper assumes that "the theologicalfaculty would receive students only for the pulpit and propaganda of theBaptist creed." It was quite commonly taken for granted that therewas somewhere in existence a "Baptist creed," a doctrinal statementuniversally accepted by Baptists as authoritative and binding, and thatto this hateful survival of mediaevalism the Baptist President of aBaptist University must somehow contrive to square his theology. Itwas this naive credulity that rendered possible the press dispatch inMarch, 1891, to the effect that Professor Harper and Mr. Rockefellerhad come to an understanding with regard to the theory of inspirationto be taught at the University. A contributor to the Christian Unionwas of the opinion that "it is as plain as a pike staff that a universitywhich is required to guard the interests of a sect must needs be in somemeasure handicapped Whether the University of Chicago willbe able to overcome the cramping influence of her self-imposed limitations will depend largely upon the wisdom of her founders and leaders."This may be as good a place as another to tell the story of the banquet of the Chicago Baptist Social Union at the Auditorium Hotel on theevening of November 5, 1891, with the President and Trustees of thenew University as the guests of honor. President Henry Wade Rogersi6o THE UNIVERSITY RECORDbrought the congratulations of Northwestern University, and PresidentRoberts spoke for Lake Forest College. President Harper used this, hisformal introduction to the Baptist churches of Chicago, as an opportunityof reminding them of the grave responsibilities and large privilegesinvolved in the trust committed to them. Mr. Charles L. Hutchinson,then and now the Treasurer of the University, speaking for theBoard of Trustees, introduced his address with a reference to the denominational make-up of the Board: "Of the twenty-one members, fourteen,a safe working majority, are Baptists, the remaining seven are bestdescribed as the mixed minority. A member of that minority has saidthat it would be better described by affirming that the Board containsfourteen Baptists, one Israelite, and six Christians. I am one of theChristians and rejoice exceedingly that I belong to the minority whichis always in the right."This surprising misconception, that the University of Chicago wasestablished primarily for the aggrandizement of the Baptist denomination, gradually faded out when it became plain even to the most bigotedof the liberal theologians that no religious tests whatever were imposedupon members of the Faculties, and that Baptists students enjoyed noadvantage in their relation to the University over Roman Catholics,Agnostics, Confucianists, or Buddhists. Indeed, it shortly appearedthat its most implacable critics were of its own household. There wereuncompromising Baptists who, in the rigor of an orthodoxy of their owndefining, disavowed and repudiated the school of false prophets atChicago. Its claim to be a Christian university, however, was neverseriously questioned. From the beginning it has sedulously striven tomaintain this character. Always it has numbered a chaplain amongstits administrative officers ; it entered upon its career with public prayer.It showed that, quite apart from any attempt to inculcate denominational tenets, it was deeply concerned to promote the religious life of itsstudents. A chapel assembly was, of course, established at once, withvoluntary attendance. During the Autumn Quarter, 1892, it was heldsix days in the week at 12:30 p.m. On Sunday there was for a time areligious service at 9:30 a.m. In the Winter Quarter, 1893, the Saturday chapel was discontinued and has never been resumed. That aprominent place should be given to the study of the Bible in a Universityunder the leadership of so eminent and enthusiastic a biblical scholar asDr. Harper was, of course, expected. The University Departments ofSemitic Languages and Literatures, of Biblical and Patristic Greek, andof Biblical Literature were organized at once, apart from the work ofthe Divinity School.THE FIRST YEAR: OCTOBER i, 1892, TO OCTOBER 1, 1893 161But there was needed, in addition to this official provision for publicworship and Bible instruction, an organization through which thereligious life and activities of the students might find expression. Whatbetter could be done than to follow the example set by the leading universities and colleges of the country and organize a Young Men's Christian Association ? This course seemed to be plainly indicated, and noone anticipated objections to it. Mr. Stagg had been the secretary ofthe Young Men's Christian Association at Yale, Mr. Clifford W. Barnes,a member of the Divinity School, had held the same position, and Mr.Theodore G. Soares, a Fellow in the Department of Comparative Religion, had been intimately concerned with the Young Men's ChristianAssociation of the University of Minnesota. When Mr. John R. Mott,student secretary of the National Young Men's Christian Association,came to Chicago in the autumn of 1892 to study religious conditions atthis strategic center, he found these old friends at the University eagerto co-operate with him. But the proposed procedure was unexpectedlyquestioned and disputed. The would-be organizers were promptlyreminded that the University of Chicago was not as other universities,and it must not be expected that it would follow with docility precedentsset by them. We were sensitive in that day to any impairment of ourprivileged position as members of an institution that had alreadydefinitely broken with certain venerable academic traditions. A YoungMen's Christian Association affiliated with the national organization andunder its direction ? Perhaps that particular uniform is not the coat forour wearing. And what about the young women ? It is a recognizedprinciple here that students of both sexes shall be associated on equalterms in all university activities. Is there good reason for departingfrom this principle now ? Let us have one organization for both sexes,a Students' Christian Association. Upon this another and more seriousobjection was raised. The National Young Men's Christian Association,which Mr. Mott and his companions represented, limited its active membership to members of evangelical churches. But, it was asked, do allthe Christian men and women of the University fall into that category ?Is it desirable that we should accept the membership limitation of thedoctrinal statement by which the term "evangelical" was authoritatively defined ? And is this definition in any case entirely satisfactory ?The University News (October 25) contributed to the discussion anarticle entitled "Neither Sect nor Sex," in which, on behalf of an influential group of Christian students, it protested seriously and vigorouslyagainst this doctrinal test, and contended that "the organization shouldbe open to all who wish to live the life of the spirit and that they shouldl62 THE UNIVERSITY RECORDbe admitted on one plane." The closing paragraph of this admirablearticle must be quoted:It may be charged that this is visionary and impracticable. If the founders ofthe University had not had a vision of possibilities formerly thought impracticable,it could not have been what it is and promises to be. It is fitting that the religiouslife of such an institution be expressed in an organization as much higher and broaderthan the ordinary one as the University itself is higher and broader than the pettycountry college.On the day on which this editorial appeared a mass meeting for thediscussion of this question was held, at which three plans were proposed:(i) two organizations, one for men and one for women, with a largemeasure of co-operation; (2) a Students' Christian Association, whichshould stand apart from the national organizations and discard theevangelical church membership test; (3) a Federation which shouldinclude all University religious organizations, whether "evangelical" ornot. This plan was proposed by Dr. Thomas J. Lawrence, UniversityExtension Professor of History and International Law, formerly ofCambridge University, England. The question was referred to a committee, which shortly presented a plan of organization summed up asfollows:Resolved, That all members of the University be invited to join in a spirit of comprehensive and mutually helpful fellowship in forming an organization to be knownas the Religious Union, whose purpose shall be to foster an earnest attitude towardreligion, to enlarge our understanding of religious truths, and to strengthen the sentiment of reverence and obligation; and more particularly to the end that our workmay be practicable, to encourage candid consideration of those religious principleswhich have the most direct bearing upon problems of conduct.The report was tabled for a week. The News (November 8) commended the plan editorially as possessing "the merit peculiar to alltrue Christianity — the merit of being broad and liberal without beinglax." On November 16 a report from the Committee on Organizationwas adopted in substance as follows:Whereas, It is highly desirable to unite all the members of the University in asingle harmonious organization on the basis of those elements of religious faith whichare held in common, andWhereas, All may unite upon this common ground without inconsistency withthe maintenance by individuals of those distinctive religious conceptions which do,and to a certain extent must, differentiate the members of this as of any other community into special groups; andWhereas, It is believed that a general organization of the hereinafter proposedwill unify effort where unity of interest exists, and will permit variety of organizationTHE FIRST YEAR: OCTOBER i, 1892, TO OCTOBER 1, 1893 163in so far as such variety will better conduce to the maximum exercise of those specialreligious activities which particular religious convictions may direct; therefore be itResolved, (1) That all members of the University be invited to join in a spirit ofcomprehensive and mutually helpful fellowship in forming an organization to beknown as The Christian Union.The significant features of this second report are two:1. The name "Christian Union" is substituted for "ReligiousUnion." It was felt that a Christian university would not be fairlyrepresented by an organization which appeared to hesitate to call itself"Christian."2. A number of subsidiary religious organizations might be encouraged within the liberal membership conditions of the ChristianUnion.Not everyone was satisfied by this adjustment of a question whichhad been debated with much feeling. Some were unconvinced, andmaintained that "Religious Union" was the name most consistent withthe catholic spirit of the young University. Others feared that nodefinite and specific Christian work would ever be carried on under thedirection of a "Union" with so vaguely inclusive a constituency. Butreflection wrought the cordial acceptance of the compromise. It clearlyappeared that the way was now open for the organization of the YoungMen's Christian Association and the Young Women's Christian Association with whatever evangelical tests of membership they might wishto impose, and with a very desirable maintenance of a relationship withthe great student brotherhood of the world. Upon this matter Mr.Mott was very solicitous. He discerned the increasing reach and influence of the University of Chicago, and feared that if an affiliated Christian Association were not established here, the college Young Men'sChristian Association work would receive a serious set-back throughoutthe country. Accordingly, before the Autumn Quarter closed, under theleadership of Mr. Mott, Mr. Soares, Mr. Stagg, and Miss Martin, secretary of the Young Women's Christian Association of Illinois, thesestudent societies were established. Mr. Stagg was elected the firstPresident of the Young Men's Christian Association. The followingresolution adopted at the organization meeting of the two Associationsdefined satisfactorily their relation to the Christian Union (News,December 6):Resolved, That it is the earnest desire of the Associations now organized to beincorporated in and become a part of The Christian Union, co-operating with it inevery way which will further the religious and spiritual interests of the University.164 THE UNIVERSITY RECORDThis proposed co-operation was made effective by the provision thatthe presidents of the Associations should be ex officio members of theexecutive committee of the Union and that the Associations should present regular reports of their conditions and activities to the Union.At the first meeting of the Christian Union on Saturday evening,November 26, President Harper proposed that the Union should assumethe direction of a Sunday evening religious service and that the Sundayafternoon meeting of Bible-study should also be put under its charge.These suggestions were later formulated in the appointment, in additionto the Executive Committee, of four standing committees. The Committee on Public Worship directed the regular Sunday evening service.An address was made at this service by a member of the Faculty or bysome guest of the University. The Committee on Bible-Study had incharge the Sunday afternoon Bible lecture, an appointment at whichcourses of biblical lectures were given in the first and second quarters ofthe First Year. President Harper's lectures on the Book of Job, sevenin number, were begun on the second Sunday of October, 1892. Theattendance was very large, and more than once persons were turnedaway from the chapel, unable to get within sound of his voice. Early inthe quarter the President wrote to a friend (Gates, October 10) : "I amlecturing Sunday afternoons at the University on Job. This afternoonevery seat in the room was occupied. People sat on the floor, and certainly one hundred and fifty people stood through the whole exercise."The Philanthropic Committee was instrumental in the establishment ofthe University of Chicago Settlement in the stockyards district. TheFellowship Committee found its chief function in visiting and caring forthe sick in the student body.Late in February, 1893, there was held by the American Institute ofSacred Literature under the auspices of the Christian Union, a BiblicalInstitute, for the study of the Book of Isaiah. It is best described in theappended program:Friday7:30 p.m. "The First Work of Isaiah," President HarperSaturday10:30 a.m. "Isaiah's Conception of God," Professor Tufts11 130 a.m. "Isaiah in the New Testament," Professor Burton3 :oo p.m. "The Second Work of Isaiah," President Harper4:00 p.m. Free Discussion and Question Box7:30 P.M. "The Contributions of Assyrian Research," Professor Price (withstereopticon)THE FIRST YEAR: OCTOBER i, 1892, TO OCTOBER 1, 1893 165Sunday9:00 a.m. "The Spiritual Element in Isaiah," Professor Nordell3 :3o p.m. "The Third Work of Isaiah," President Harper7:30 p.m. "Bible Study—Why and How," Addresses by President Burroughsof Wabash College and President HarperOpportunity for brief discussion in connection with each address. All sessionsin Cobb Lecture Hall except that of Sunday evening in the Hyde Park PresbyterianChurch.Announcement was made at this time that the Christian Union wouldoffer Bible-study courses to begin at once and continue through theSpring Quarter. The time required was one hour weekly, and they wereopen to all students without fee and also without credit. These courseswere:Inductive Studies in Samuel, Saul, David, and Solomon, Professor PriceInductive Studies in The Life of Christ, Professor VotawThe New Testament in Greek, Mr. F. H. RootThe Volunteer Band, made up of men and women from the variousschools and colleges, graduate and undergraduate, of the University whohad taken a pledge to enter into foreign missionary service, was organized early in the Autumn Quarter. There was also a University Missionary Society and a Divinity School Missionary Society, each meetingfortnightly.The Day of Prayer for Colleges, an old-time appointment in theChristian universities and colleges of the country, was observed onThursday, January 26. At 11:30 a.m. separate devotional meetingswere held by the Graduate School, Dr. Northrup as leader; the DivinitySchool, Dr. Franklin Johnson as leader; University College, ProfessorA. C. Miller as leader; and Academic College, Professor Judson asleader. At 3:00 p.m. Rev. O. P. Gifford, D.D., pastor of the ImmanuelBaptist Church, addressed the University. He was followed by Professor Palmer of Harvard in a tribute to Phillips Brooks, recentlydeceased.This brief survey of the religious life and activity of the Universityin its First Year may properly close with an unsought testimony to theundenominational character of the University's teaching. It was hastilyassumed by many at the outset that the University would as a matterof course undertake a narrow Baptist propaganda. But upon a moreintimate acquaintance with the spirit and methods of the Universitythese unjust and ungrounded suspicions were completely forgotten. Ata dinner given by the Church Club of Chicago in December, 1892, ati66 THE UNIVERSITY RECORDwhich President Harper and Professor Laughlin were guests, BishopMacClaren took occasion to advise his brethren of the Episcopal churchto push the scheme of erecting a clubhouse near the University for theuse of their young men. The spirit in which this advice was receivedencouraged him to go farther and suggest that the Divinity School ofthe Episcopal church situated on the West Side would be moreadvantageously placed in the immediate neighborhood of the University. President Harper in reply assured the Bishop and the clergythat the University authorities would very cordially approve thisscheme.When the University matriculated its first students, its equipmentin many departments was scanty, or even lacking entirely. It wouldhave made this confession with regret indeed, but not with shame, forthe most intelligent provision could not have supplied all requirementsin advance. The University needed nothing, of course, more than itneeded books, and the number of absolutely indispensable books, asPresident Harper reckoned it, was staggering. It was not only necessary, the President was always saying, that the University should havetens of thousands of books, but it must have them at once. We werethen in a condition of destitution. " Destitution "— this was an absurdunderstatement of the case. Say, rather, starvation. But the case wasnot really desperate. The University had a few books at hand to beginwith. It wanted more, of course, and it needed urgently many booksthat it did not possess. But, upon a numerical reckoning, its library wasnot entirely negligible. Of the various collections which composed it,only brief mention can be made here.i. There was first the library of the Old University, which numbered,exclusive of a considerable accumulation of government documents,about a thousand volumes. These books were purchased in bulk, whenthe effects of the Old University were disposed of, by Mr. John AReichelt of Chicago. And they were purchased in the confident expectation that it would be his privilege one day to transfer them to a newUniversity of Chicago. These books are today in our catalogue and onour shelves. To Mr. Reichelt, who thus by faith bridged the blackand yawning chasm between the Old University and the New, belongs,by virtue of a gift to an institution not yet born, the honorable title ofthe first " benefactor'' of the University of Chicago. That title, it istrue, has never been officially awarded him, but his claim to gratefulrecognition which, let it be said, he is himself too modest in any fashionto countenance will surely not be disputed.THE FIRST YEAR: OCTOBER i, 1892, TO OCTOBER 1, 1893 1672. The Theological Seminary at Morgan Park, on entering into anorganic relation with the University of Chicago as its Divinity School,transferred to it a library, made up of the following collections:a) The nucleus numbered about 2,500 volumes, the slow accretion ofpurchase and of gift. One hardly needed to examine its catalogue toknow what it must contain — the indispensable "standards" of theology,dogmatic and controversial, of biblical interpretation and commentaryof church history, religious biography, sermons, miscellaneous homiletical,devotional, and denominational literature. It had done good service,however, in its day to generations of theological students, and its dayof usefulness was by no means ended.b) The Ide Library of 3,000 volumes had been brought together byRev. George B. Ide, of Springfield, Massachusetts, during his long andsomewhat conspicuous pastoral service, and was purchased for theSeminary from his executors. In addition to the inevitable systematictheology, church history, commentaries, and " discoveries " of an industrious maker of edifying sermons and a notable denominational leader,the Ide Library contained the carefully selected apparatus of a studentand a scholar and the standard literature of a lover of books. Therewere to be found in it excellent editions of the Greek and Latin classics,the library of the Fathers, the works of Augustine, Origen, Chrysostom,Thomas Aquinas, Luther, Calvin, and many a later and less formidabletheologian, along with much history, poetry, and fiction. Altogether,it was a private library exceptionally well adapted to public uses.c) The library of Professor Hengtenberg of the University of Berlin,who died in 1869, became the property of the Morgan Park Seminaryin 187 1. This acquisition was very widely heralded and was thoughtat the time to confer upon the Seminary a unique distinction. Itstwelve thousand volumes, the working tools of an eminent evangelicalLutheran theologian and commentator, widely known through translations in England and America, included much valuable patristic literature, biblical exposition, philosophy, and classics in Hebrew, Greek,Latin, German, and English, ranging in date from the early twelfth tothe late nineteenth century. Bought in bulk, and unsifted, it contained, of course, the miscellany of waifs and strays of doubtful valuethat drift into every large library, no one knows whence. But with thisrather negligible exception the great value of the collection was undis-pu table.d) The Bible Union Library was the collection made by Dr. ThomasJ. Conant with infinite patience and pains and at great expense for thei68 THE UNIVERSITY RECORDuse of a company of scholars styled the American Baptist Bible Union,who had undertaken an independent translation into English of theHebrew and Greek Scriptures. No more complete library of biblicaltranslation had ever been formed. In grammars, lexicons, and commentaries dealing with the texts of the Old and New Testaments, and inversions of the Bible it was very rich. When the Bible Union, havingcompleted and published its translation of the New Testament entireand of several books of the Old Testament, relinquished its task, itsunique library was purchased for the Morgan Park Seminary. Theextraordinary collection of Bibles in the many versions and editionswhich thus came into the possession of the University is unequaled inAmerica.3. The first large purchase of books made by the University was thatof the Berlin, sometimes called the Calvary, collection, the stock ofS. Calvary & Co., booksellers of Berlin, long established in the businessand widely famed. The death of one of the two brothers of the firmmade it desirable for the survivor to retire from business, and his enormous stock was seeking a purchaser when Dr. Harper was in Berlin in1891. His attention was called to it; the books were carefully examinedand appraised by eminent German and American scholars, and whenDr. Harper returned to Chicago and presented the matter to the Trustees, four members of the Board united to subscribe the purchase priceof $45,000. The bargain was everywhere regarded as very advantageousto the University. The purchase was one of the largest book deals evermade (the lowest estimate was 250,000 books and manuscripts), and itwas somewhat flamboyantly, but not incorrectly, announced in thenewspapers as "an event in the library of education." There could nolonger be any question that Chicago was destined to be "a great centerof learning." A Boston paper discovered in this notable acquisition toits equipment gratifying evidence that the University of Chicago, "nominally a Baptist Institution, has outgrown its denominational characterbefore even its walls have been erected, or its doors opened for the admission of students." It was the unfortunate fashion for a time, set by menwho failed to find anywhere in the large University collections just thebooks needed at the particular moment by their departments, to deprecate this expenditure as "sensational," and to speak of the "rubbish"contained in the "disappointing" Berlin collection. It would be rashto say that no rubbish was shipped in the great boxes of books that camefrom Berlin, but a longer and closer acquaintance with the collection hasabundantly justified the farsighted wisdom that seized boldly andpromptly this precious opportunity.THE FIRST YEAR: OCTOBER i, 1892, TO OCTOBER 1, 1893 169:Information regarding the library of Robert H. Cotton, which came,at about this time, by gift to the University, is not easily obtainable.Three books are marked Robert H. Cotton, Rawdon College, September, 1864.It was impossible, of course, that these great collections of booksshould be immediately available for the use of the students. Cataloguingand shelving would have required many months, even if the Universityhad been furnished with an adequate library building and an adequatelibrary staff. The Berlin books were arriving in the early summer of1892. In September the Morgan Park and the Old University bookswere in part installed on the second floor of Cobb Hall, and a selection ofindispensable books was ready for use on October 1. With an unexploredwealth in its storerooms, the University nevertheless was compelled toborrow to meet the immediate demands. Mrs. Dixson, the AssociateLibrarian, in her Decennial Report says: "The librarian wishes toacknowledge with grateful appreciation the courtesy of many libraries,noticeably the Boston Public, Harvard, Columbia, Johns Hopkins,Princeton, and the State Historical Society of Wisconsin, which lentfrom their shelves the tools with which this library did its early work.".When the Winter Quarter of 1893 began, the temporary librarybuilding, 150 by 50 feet, with 3! miles of shelving and a capacity for200,000 volumes, was just completed. The Department Librariesclaimed each its own tools from the general stock, and the tide of newbooks, especially of the modern publications so much needed, began atonce to flow in. The President was continually asking for more andmore money for more and more books. The Calvary collection had itsuses, but only a small part of it was yet available, and there were tenthousand demands that it could not satisfy. In his first ConvocationAddress, Dr. Harper informed a politely incredulous audience that"there are twenty-five Departmental Libraries, each of which needs atonce ten thousand dollars." Six months later he called attention againto the unsated library appetite: "The University needs today forimmediate expenditure $100,000 for books." On October 1, 1893, hewas still occupied with this theme. "I am sorry to be compelled to saythat no good friend has offered to furnish the $100,000 which we needtoday for books. I am sure that some such friend will soon presenthimself. No University need is at this time so pressing."Nor, in certain departments, has this need yet ceased to be pressing.It clamors again with the perusal of every bookseller's catalogue, everypublisher's announcement. But if there were not nearly enough newbooks in considerable numbers before this year had passed, the deplorable170 THE UNIVERSITY RECORDdestitution of which we were rather fond of boasting, so becomingwas the complaint, had, nevertheless, been in a measure alleviated. Buthardly was the admission made that the University had really a libraryfor which it need not apologize, when the first timid prelude was heardof a complaint since sadly familiar to our reluctant ears. Early in thesecond quarter, January 13, the University News remarked with ashocking plainness of speech upon the theft of books, particularly fromthe English Library. We should say today, in the accepted and cynicaleuphemism, that they had merely been "swiped." A departmentallibrarian reinforced the complaint of the News in equivocal language, wehardly know whether that of naive simplicity, or of cold and ineffectual irony: "The books are disappearing so fast from some of thelibraries that it seems [possible] that some of them may have beenunintentionally taken."The Instructors' Reports for the Autumn Quarter, 1892, now filedin the Recorder's Office, permit us to judge how far the University, oncefairly in action, met the large expectations awakened by its earliest published announcements. Undergraduate work it could do satisfactorily,of course. As to that, there was never reasonable doubt. Its onlyserious failure to meet the undergraduate demands was in respect to" traditions." The ensuing and inevitable disappointment, when no traditions were discoverable, is reflected in a college song of the early dayswhich recites derisively how "the profs make the student customs atthe U. of C." We must assume that they meant well, these foolish"profs." They wished to present to their trusting students the cup of"college life" filled and brimming over. And one hardly wonders thatthey were tempted to essay the impossible and manufacture offhand whatshould answer for "traditions," when the amazing achievement of aUniversity made to order is recalled. For a University in every essential respect it was from the start. Instruction was given in twenty-three departments, and in twenty-one of these graduate courses wereoffered. There must be added the courses of the Graduate DivinitySchool, which are not published in this schedule. What the Universitycould not do thoroughly well, it did not attempt to do at all. Its graduate work was directed by teachers of experience, keenly solicitous forthe reputation of the University both for sound scholarship and for thehonorable fulfilment of its promise. The gravest injustice was done bythe criticism which cheerfully assumed that anything would go in theUniversity's First Year since its chief concern must naturally be to makea good showing for the students graduated. For the Graduate SchoolTHE FIRST YEAR: OCTOBER i, 1892, TO OCTOBER 1, 1893 171was never less tolerant than in the first quarter of slovenliness, superficiality, or pretense.It will be interesting to look more closely at this first volume of thelong series of Instructors' Reports. The first place is held by the reportof November 17 of a double minor, "Introductory Course — Logic,"given by Associate Professor Charles A. Strong, a course in which thirty-nine students were enrolled. A minor, as defined in the earliest Regulations, is "a course which calls for four, five, or six hours of classroomwork each week." "All courses," the Regulations further provide," shall continue six weeks, but the same subject may be continued throughtwo or more successive terms, either as a major or a minor." ProfessorStrong's double minor is continued through the second term of the quarter. The alphabetic grading, A— E, is in two columns, headed respectively "T.A." ("Term Average"), and "i-E." ("First Examination").Plus and minus signs were not then in use. President Harper reports acourse in the second term of the Autumn Quarter in "Advanced HebrewGrammar" with an enrolment of twenty-one students, among themE. J. Goodspeed, now Associate Professor of Biblical and Patristic Greek,and Theodore G. Soares, Professor of Homiletics and Religious Education and Head of the Department of Practical Theology. Both of thesegentlemen, one is gratified to find, earn from their instructor two bigblack A's. The President also reports in this memorable AutumnQuarter, first term, a major in Arabic, and a major, second term, in"One Thousand and One Nights." Instructors come and go in theUniversity, we are tempted to think, with disconcerting frequency. Butalso they come and stay. It is gratifying to find among instructorsreporting courses in the first quarter, the following names, which haveever since been upon the rolls of the University Faculties. They aregiven here in the order in which they appear in the volume of reports:J. H. Tufts, J. Laurence Laughlin, H. P. Judson, Benjamin S. Terry,Albion W. Small, C. R. Henderson, Marion Talbot, Frederick Starr, IraW. Price, Emil G. Hirsch, C. R. Buck, C. F. Castle, Paul Shorey, F. J.Miller, W. G. Hale, Charles Chandler, George C. Howland, Starr W.Cutting, Ferdinand Schevill, W. D. MacClintock, R. G. Moulton,J. W. A. Young, E. H. Moore, J. U. Nef, Julius Stieglitz, R. D. Salisbury,T. C. Chamberlin, E. O. Jordan, D. G. Lingle, A. Alonzo Stagg, ErnestD. Burton. In the Winter Quarter, 1893, appear for the first timeamong instructors the names of F. W. Shepardson and Nathaniel Butler,and, in the Spring Quarter, that of Elizabeth Wallace. Frank R. Lillie,Myra Reynolds, Elizabeth Wallace, H. E. Slaught, E. J. Goodspeed,172 THE UNIVERSITY RECORDTheodore G. Soares, James A. Breasted, and Harvey Foster Mallorywere among the Fellows of the First Year, and Clarence A. Torrey andCora B. Perrine were Assistants in the Library.The announcement in October, before Faculty and students werefairly settled down to routine work, that Mr. Charles T. Yerkes ofChicago proposed to present the University with a completely equippedastronomical observatory, made a tremendous stir. It was not merelyscholars who were interested in the promise of another great telescopeand its accompaniment of a research staff. The munificent offer piquedthe curiosity and attracted the attention of the public in an extraordinarydegree. Upon the testimony of the clipping bureau the Yerkes Telescopewas for weeks the subject of headline articles in newspapers the countryover. The topic possessed indeed just the sensational element thatmade it first-class and assured it inexhaustible popularity with newspaper readers. Mr. Yerkes himself was at that time a much discussed and conspicuous front-page person, not to say personage. Ifhe had given a microscope to the University, all the world would haveknown of it the next morning. Furthermore, the telescope was to surpass all existing instruments in size. "Go ahead," Mr. Yerkes isreported to have said to Alvin G. Clark, maker of telescopes. " Construct the biggest and most powerful telescope in the world. I will beresponsible for the cost. All that I ask is that it be the finest and bestever made." This large order naturally filled with pride and joy thehearts of Mr. Yerkes' fellow-citizens. Their sentiments were wellexpressed by the newspaper which said, "A large instrument would beacceptable to any other city. Nothing but the largest would do forChicago." To quote another congratulatory, if somewhat premature,utterance, "The great School is now become strong in its only weakplace, and will soon be a University indeed." Speculation soaredunfettered as to the possible, nay, probable, achievements of the YerkesObservatory. It would tell us, no doubt, all about the canals of Mars.That information was the least that could be expected of the "mammothheaven searcher." It would certainly, if it was up to its job, solve themystery of the belts of Saturn and the two lost moons of Uranus. Itcould hardly fail to bring us "more news from out-of-the-way Neptune."[To be continued]EVENTS: PAST AND FUTURETHE ONE HUNDRED AND SECONDCONVOCATIONRichard Green Moulton, Ph.D., Professor of Literary Theory and Interpretation and Head of the Department ofGeneral Literature, was the Convocationorator on March 20, 191 7.The Award of Honors included theelection of sixteen students to membership in Sigma Xi, and ten students tomembership in the Beta of IllinoisChapter of Phi Beta Kappa.Degrees and titles were conferred asfollows: The Colleges: the title of Associate, 70; the certificate of the College ofEducation, 4; the degree of Bachelor ofArts, 2; the degree of Bachelor ofPhilosophy, 49; the degree of Bachelorof Science, 23. The Divinity School:the degree of Master of Arts, 3. TheLaw School: the degree of Bachelor ofLaws, 3; the degree of Doctor of Law, 7.The Graduate Schools of Arts, Literature,and Science: the degree of Master ofArts, 3 ; the degree of Master of Science, 4;the degree of Doctor of Philosophy, 4.The total number of degrees conferred(not including titles and certificates)was 98.The Convocation Reception was heldin Hutchinson Hall on the evening ofMarch 19. In the receiving line werePresident and Mrs. Harry Pratt Judson,Professor and Mrs. Richard GreenMoulton, Dean and Mrs. James RowlandAngell and Dean Marion Talbot.At the Convocation Religious Servicein Leon Mandel Assembly Hall, Sunday,March 18, the sermon was delivered byRev. Hugh Black, D.D., Professor ofPractical Theology, Union TheologicalSeminary, New York City.GENERAL ITEMSDr. Alejandro Alvarez, formerly counselor to the ministry of foreign affairs ofChile, delivered a series of three lectureson "International Law: The Standpoints of the United States of Americaand of the Latin- American Countries" on March 6, 7, and 8 in the Law Building.Dr. Alvarez is secretary-general of theAmerican Institute of International Law,and he is a member of the permanentCourt of Arbitration at the Hague.Wilfrid Wilson Gibson, the Englishpoet, gave readings from his own poemsin Leon Mandel Assembly Hall on theafternoon of Wednesday, February 21.The program included "The Stone,""The Dancing Seal," "The Night Shift,""The Ice Cart," "Between the Lines,""Battle Lyrics."At a banquet held at the WindermereHotel, March 24, fifty former pupils whotook a higher degree under ProfessorAnton Julius Carlson presented him witha Sigma Xi key jeweled with diamonds,together with a booklet in memory of theoccasion. Professor Carlson has justfinished his tenth year as Director ofResearch and the Medical Courses inMechanical Physiology at the University.Tickets to the William Vaughn MoodyLectures may be procured without chargeat the Office of the President, or on written application tickets will be mailed.These lectures will be delivered in LeonMandel Assembly Hall. On April 5 at8: 00 p.m., Mr. Alfred Noyes will delivera lecture on "The Spirit of Touchstonein Shakespeare." "The Mutability ofthe Forms of Literature" is the title ofthe lecture to tie delivered by Mr.Stephen Leacock on April 19 at 4: 35 p.m.Mr. Paul Elmer More will deliver thethird lecture, "Standards of Taste," onApril 26 at 4:35 P.M.A concert by the Paulist Choristers willbe given in Leon Mandel Assembly Hall,Tuesday, May 8, at 8:15 P.M. Ticketsmay be procured without charge at theOffice of the President.With the increasing number of appointees in western universities who teachOriental languages (and among them aconsiderable number of Doctors of Philosophy from the University of Chicago) it173174 THE UNIVERSITY RECORDhas become necessary to organize a western branch of the American OrientalSociety. At the last meeting of thesociety a committee was appointed forthis purpose, the chairman of the committee being Director James HenryBreasted, of the Haskell Oriental Museum, who is also chairman of the Department of Oriental Languages andLiteratures. Already the committee hashad some fifty acceptances for membership in the new society, which held itsfirst meeting at the University of Chicago on January 27.The Quarter-Centennial of the University of Chicago is to be still furthercommemorated by a descriptive volumecontaining the many notable addresseson that occasion, accounts of the variousexercises and functions, and much otherinteresting material. The volume, ofabout three hundred pages, will have thegeneral style of Dr. Goodspeed's highlysuccessful History of the University ofChicago, and will contain, in addition tothe text, reproductions of about thirtyphotographs and twenty charts.A notable addition to the equipment ofthe Ryerson Physical Laboratory hasrecently been made by the installationof wireless telegraph apparatus. Theaerial will be stretched between the maston Ryerson Laboratory and a similar oneon Mitchell Tower, making availableapproximately a height of 140 feet and alength of 425 feet for the aerial conductor.This will consist of eight wires, each madeof seven strands, which, including leadsinto the building, will require nearly sixmiles of phosphor bronze wire. Themounting and insulation will be most fullyprovided for in order to withstand a pullof three thousand pounds, which a heavywind on ice-covered wires might produce;and also to make the electrical leakagenegligibly small even when using the20,000 volts which will be employed intransmission experiments.The first transmitter will be of five kilowatts capacity, which will be sufficientfor the present, though not suitable fortrans-oceanic communication. The important parts of this apparatus are beingmade in the Ryerson Laboratory andalready preliminary tests have shownthat a high degree of efficiency will beattained. All types of receiving instruments willbe used and the excellent character of theaerial will make it possible to receive andexperiment with the radiations from allthe high-powered stations of the UnitedStates and with many of those of theEuropean nations. Research work hasalready been started and arrangementsmade to carry on work in co-operationwith another university as soon as theinstallation of the Ryerson apparatus iscompleted. Courses on the theory ofwireless telegraphy and telephony coordinated with electrical measurementswill be given during the coming SummerQuarter.Associate Professor Carl Kinsley, of theDepartment of Physics, who prepared thesubstance of the foregoing statement, wasfor several years an electrical expert forthe War Department and devised a wireless system, which was the first to beaccepted by the United States government and is now in use by the SanFrancisco wireless station.Professor Robert Andrews Millikan, ofthe Department of Physics, has acceptedan invitation to spend three months ayear at the Throop Polytechnic Instituteat Pasadena, California, where he willcontribute to the organization of theresearch work in physics. ProfessorA. A. Noyes, of the Massachusetts Institute of Technology, will occupy a similar position with reference to chemistry,and Dr. Alfred Noyes, the English poet, asimilar position with reference to literature. Professor George E. Hale, formerlyDirector of the Yerkes Observatory andnow Head of the Mount Wilson SolarObservatory, is especially interested inorganizing research and educational activities on a new and enlarged scale at theThroop Institute.Professor Millikan has just finishedgiving the Hitchcock Lectures in scienceat the University of California on thegeneral subject of "The Structure ofMatter," the individual lectures dealingwith the following subjects: "TheGrowth of Atomic, Kinetic, and ElectricalTheories in the Nineteenth Century,""X-Rays and the Birth of the NewPhysics," "Brownian Movements andSub-electrons," "The Structure of theAtom," and "The Nature of Radiation."Dr. Millikan has recently also given aseries of lectures on the William BrewsterClarke Foundation at Amherst College.EVENTS: PAST AND FUTURE *7SProfessor Otis William Caldwell, whoreceived his Doctor's degree from the University of Chicago and for ten years hasbeen connected with the School of Education as Professor of Botany and Supervisor of Natural Science, has beenappointed to the directorship of a new experimental school soon to be establishedin connection with the Teachers Collegeat Columbia University and supportedby the General Education Board.The installation of the equipment ofthe Meteorological Observatory in thetower of Rosenwald Hall is progressing.The observations have been maintainedin a limited way since January i, 19 16,but various causes have served to interfere somewhat with the work. The Observatory is to be conducted by theUnited States Weather Bureau in cooperation with the University of Chicagoand will later largely supplant the observations made at headquarters in theFederal Building.A steel ornamental tower, forty feethigh, has recently been constructed onthe stone tower of Rosenwald Hall toprovide a more suitable exposure forthe wind instruments, experiments having shown that the towers of the HarperMemorial Library interfered considerably with the movement of the air. Idealconditions for these instruments have nowbeen secured.The station, when completed, is expected to be the finest weather observatory in the country outside of the city ofWashington. The records of temperature, humidity, and rainfall are now beingmade in an open space west of EllisAvenue, but an ornamental shelter forthe instruments recording these conditions is soon to be installed in the in-closure south of Rosenwald Hall andWalker Museum.Thermometers, thermographs, hygro-graphs, anemoscope, Robinson anemometer, barometers, barograph, rain gauge,and sunshine recorder are already inoperation. The tele-thermograph andtele-thermoscope to be placed in the newthermometer shelter will have recordingmechanism in the Observatory throughelectrical connections. Soil thermometers will also be installed to measure thevarying temperature of the soil at different depths, with special reference to frostconditions. A poles tar recorder willrecord the clearness of the atmosphere at night, supplementing the record madeby the sunshine recorder in the daytime.An evaporimeter of some sort is also to beprovided.A Dynes pressure anemometer, to belocated on the top of the steel tower withrecording attachment in the Observatorybelow, and a seismograph to record theintensity of earthquakes which is to beplaced upon the concrete pier in the basement of Rosenwald Hall, were orderedfrom the manufacturer in England nearlya year ago, but their delivery has beendelayed by the war.The observer, Mr. Robert M. Dole, hasbeen detailed by Professor Henry J. Cox,of the Weather Bureau, to take directcharge of the Observatory.At the suggestion of the chairman ofthe National Research Council of theNational Academy of Sciences, a Committee for the Encouragement of Research at the University of Chicago^ hasrecently been appointed. ^ The committeeis made up of the following members:President Harry Pratt Judson; Mr.Martin A. Ryerson, president of the University Board of Trustees; Mr. JuliusRosenwald and Mr. Harold H. Swift, alsoof the Board of Trustees; Professor JohnMerle Coulter, Head of the Departmentof Botany; Professor Albert A. Michel-son, Head of the Department of Physics,and Professor Robert A. Millikan, of thesame department; Professor Thomas C.Chamberlin, Head of the Department ofGeology and Paleontology; ProfessorJulius Stieglitz, chairman of the Department of Chemistry; Professor Eliakim H.Moore, Head of the Department ofMathematics; and Professor Robert R.Bensley, of the Department of Anatomy.In addition to these there have been appointed to the committee two alumni ofthe University of Chicago — Dr. Frank B.Jewett, '02, of the Western Electric Company, New York City, and Dr. RaymondF. Bacon, '04, associate director of theMellon Institute of the University ofPittsburgh.Professor Gordon J. Laing, of theDepartment of Latin, has been lecturingat the University of California on thespecial foundation known as the SatherProfessorship of Classical Literature. Hehas been giving a series of lectures onthe history of Roman religion and alsoa course on the Greek drama.xj6 THE UNIVERSITY RECORDA notable gift has recently been madeto the University of Chicago Law Schoolby Mrs. Henry V. Freeman, of Chicago,who has presented the library of IllinoisSupreme Court and Appellate Reportsthat belonged to her husband, the lateHenry V. Freeman, Judge of the IllinoisAppellate Court. Judge Freeman was anumber of years Special Lecturer onLegal Ethics in the Law School. Thegift includes more than three hundredvolumes, bound in morocco and containing Judge Freeman's book plate.Two trustees of the University ofChicago, Mr. Julius Rosenwald, ofChicago, and former Justice Charles E.Hughes, of New York City, have recentlybeen elected trustees of the RockefellerFoundation. Another trustee of theUniversity, Mr. Martin A. Ryerson, isalso a trustee of the Foundation, as isPresident Harry Pratt Judson. Thenew president of the Rockefeller Foundation is George Edgar Vincent, now president of the University of Minnesota, whowas formerly Dean of the Faculties of theUniversity of Chicago, where in 1896 hereceived his degree of Doctor of Philosophy.Professor Julius Stieglitz, chairman ofthe Department of Chemistry at theUniversity of Chicago, has recently beenelected president of the American Chemical Society. In addition to this honorhe has also been elected to the presidencyof the scientific honor society of Sigma Xi.At the recent organization of theAmerican Academy of Public Health,which has among its objects the promotion of the efficiency of public-healthadministration and the stimulation oforiginal work in public-health science,Professor Edwin Oakes Jordan, chairmanof the Department of Hygiene and Bacteriology, was made a member of theacademy for the first year. Qualifications for membership are based uponachievements as public-health workersand scholarship in public-health science.Among the contributors to a new philosophical volume on Creative Intelligenceare Professor Addison Webster Moore, ofthe Department of Philosophy at theUniversity of Chicago, who writes on"The Reformation of Logic"; Professor George Herbert Mead, of the same department, who discusses "ScientificMethod and the Individual Thinker";and Professor James Hayden Tufts,Head of the Department of Philosophy,who considers the subject of "The MoralLife and the Construction of Values andStandards."The Amateur Philosopher is the title of anew book just announced by Scribner,the author being Mr. Carl Henry Grabo,Instructor in English.The Twenty-ninth Annual Conferenceof the University of Chicago with Secondary Schools is to be held at the University on April 1 2 and 13 . The programas already outlined is thought to containgreater possibilities of interest and significance than any that have so farbeen arranged in the history of the Conferences between the University and its cooperating schools.The general topic of the Conferencewill be "The Reorganization and Extension of the High School." The firstmeeting will occur on Thursday, April 12,in the theater of the Reynolds Club atthe University. The first session will bean administrative conference for the discussion of the Junior College, and DeanJames R. Angell, of the University, willlead in the discussion. The evening ofApril 12 will be devoted to a generalpublic session on the Junior College, withthe address by Dr. Alexis F. Lange,head of the department of educationat the University of California. It isexpected that President Harry Pratt Judson will preside at this meeting.On the forenoon of April 13 there willbe held an administrative conference onthe Junior High School, and DirectorCharles Hubbard Judd, of the School ofEducation at the University, and Professor Thomas H. Briggs, of ColumbiaUniversity, will take part in the discussion. Friday afternoon will be devotedto the usual departmental sessions, fourteen programs having been arranged forthe departments of Art, Biology, Commercial Education, Earth Science, German, Greek and Latin, History, HomeEconomics, Manual Arts, Mathematics,Music, Physics and Chemistry, andRomance. Nearly all of these departmental programs have been arranged inrelation to the general topic of the Conference. On Friday evening, April 13,EVENTS: PAST AND FUTURE 177there will be a second general session, atwhich Dr. Thomas H. Briggs, of Columbia, will give the address on "The JuniorHigh School."The University Preachers for theSpring Quarter, beginning April 2, havejust been announced as follows:For the month of April, Rev. John Kel-man, of Free St. George's Church, Edinburgh, Scotland, on April 8; ProfessorEdward C. Moore, of the Harvard Divinity School, Cambridge, Massachusetts,on April 15 and 22; and Dr. Harry Emerson Fosdick, of Union Theological Seminary, New York City, on April 29.For the month of May, Rev. Carl S.Patton, of the First CongregationalChurch, Columbus, Ohio, on May 6;Dr. James A. McDonald, editor of theToronto Globe, Toronto, Canada, onMay 13; Rev. James E. Freeman, ofSt. Mark's Church, Minneapolis, Minnesota, on May 20; and Rev. William C.Bitting, of the Second Baptist Church,St. Louis, Missouri, on May 27.For the month of June, ProfessorGeorge A. Johnston Ross, of UnionTheological Seminary, New York City,on June 3 ; and Bishop Charles Palmers-ton Anderson, of Chicago, on Convocation Sunday, June 10.Robert Frost, the American poet, spokeunder the auspices of the Department ofEnglish on March 14, his subject being"The Technique of Sincerity." He illustrated his address by readings from hisown poetry, in which the note of realityand sincerity is characteristic. Mr. Frost is widely known by his three booksof poetry, North of Boston, A Boy's Will,and A Mountain Interval lately published.Professor George H. Mead, of the Department of Philosophy, has recently beenelected one of the vice-presidents of thePublic Education Association of Chicago.N Professor Mead is also a director and amember of the executive committee.Among the other directors of this important new organization are Dr. John M.Dodson, Dean of Medical Students at theUniversity of Chicago; Miss Mary E.McDowell, Head Resident of the University of Chicago Settlement; andHorace Kent Tenney, formerly a professor in the Law School. Mr. PaulVincent Harper, A.B., '08 and J.D. '13,is chairman of the finance committee.A book that is likely to be of greatinterest and practical suggestion to lawmakers, publicists, and students of thelaw generally is announced for publication by the University of Chicago Press.It contains in expanded form the substance of a series of lectures given atJohns Hopkins University by Dr. ErnstFreund, Professor of Jurisprudence andPublic Law in the University of Chicago,and will be published under the title ofStandards of American Legislation.Another book announced for publication is an addition to the "Universityof Chicago Science Series" under thetitle of The Biology of Twins. The authoris Horatio Hackett Newman, who isAssociate Professor of Zoology and Embryology.178 THE UNIVERSITY RECORDATTENDANCE IN WINTER QUARTER, 191 7Men Women Total1917 Total1916 Gain LossI. The Departments of Arts,Literature, and Science:1. The Graduate Schools —Arts and Literature 191244 17861 3^9305 318296 519Science Total 43546674335 23937439061 6748401,23396 6147251,084101 60"51492. The Colleges-Senior Junior Unclassified 5Total 1,2441,679134(3 dup.)15 9251,164126 2,1692,84314621 1,9102,52413614 259319167Total Arts, Literature, andScience II. The Professional Schools:1. The Divinity School —Graduate Unclassified English Theological Chicago Theological Seminary. . . 39 39 43 4Total 18868114122 187n 20675125122 19362122106 131332*2. The Courses in Medicine —Graduate Senior Junior Unclassified 4Medical Total. 19613763622 18812 21414564642 20012641523 141923123. The Law School-Graduate *Senior Candidate for LL.B Unclassified , 1Total 264406882,3^7262 1133i378i554219 27537i1,0663,909281 2223459603,484244 53261064254. The College of Education —Total Professional Total University *Deduct for Duplication Net totals 2,105 1,523 3,628 3,240 388THE AWARD OF FELLOWSHIPS 1917-18Edward Stowe Akeley PhysicsA.B., University of North Dakota, 1915Edith S. Anderson RomanceA.B., Mount Holyoke College, 19 10Chester Jacob Attig HistoryA.B., Northwestern College, 1908Edith Abbie Ayres PhilosophyA.B., Wellesley College, 1914A.M., ibid., 19 15Emery Winfield Baldtjf GermanA.B., Heidelberg University, 1910A.M., University of Chicago, 19 13Onias Barber Baldwin EducationA.B., Friends University, 1906A.M., University of Chicago, 1911Israel Albert Barnett AstronomyS.B., University of Chicago, 1915S.M., ibid., 1916J. Wesley Barton PsychologyS.B. in Ed., University of Utah, 1915Edwin Joseph Bashe GermanA.B., State University of Iowa, 19 15A.M., University of Chicago, 1916Holly Reed Bennett GeologyS.B., University of Chicago, 1914Oswald Blackwood PhysicsA.B., Boston University, 1909Lloyd E. Blauch EducationA.B., Goshen College, 1916HugoXeander Blomquist BotanyS!B., University of Chicago, 1916Gustav Adolf von Brauchitsch Old TestamentGrad., Concordia College, St. Paul, 191 1Grad., Concordia College, St. Louis, 1914Ray Quincy Brewster ChemistryS.B., Ottawa University, 1914A.M., University of Kansas, 1915Robert Guy Buzzard GeographyS.B., University of Chicago, 1916Helen Ashurst Choate BotanyA.B., Smith College, 1904A.M., ibid., 1909Grover Gulick Clark PhilosophyA.B., Oberlin College, 1914Clarence Leon Clarke EducationPh.B., Alfred University, 1906Beverly Paul Clayton HistoryA.B., Hendrix College, 19 14A.M., University of Chicago, 1915179i8o THE UNIVERSITY RECORDNemours Honore ClementA.B., Tulane University, 191 1LL.B., ibid., 19 14A.M., ibid., 1915Vernon CookA.B., University of South Carolina, 1907M.A., ibid., 1909Horace Noble CoryellA.B., Indiana University, 1914A.M., ibid., 1915James Elias CribbsA.B., Grove City College, 19 14S.M., University of Chicago, 1916Cecil Merne Putnam CrossA.B., Brown University, 1915A.M., ibid., 19 15Howard Benjamin CrossA.B., University of Oklahoma, 19 15Almena DawleyA.B., Oberlin College, 191 2A.M., University of Chicago, 1915Reginald Scott DeanS.B., Missouri School of Mines, 1915S.M., ibid., 1915S.M.M., Harvard University, 1916John William DeckerA.B., Richmond College, 19 11A.M., ibid., 191 2Th.M., Southern Baptist Theological Seminary,i9J5Applicant, Th.D., May, 1917Ernest Woodruff DelcampA.B., Transylvania College, 1907A.M., ibid., 1909Minna Caroline DentonS.B., University of Michigan, 1900A.M., ibid., 1901William DiamondA.B., University of Manitoba, 1915A.M., ibid., 1916Jay Karl DitchyA.B., University of Michigan, 19 11A.M., University of Illinois, 1913Pearl Whitfield DurkeeA.B., Acadia University, 1903S.B. in E.E., McGill University, 1906Edward Albert EberhardtA.B., Indiana University, 1907A.M., Harvard University, 1910William Franklin EdgertonA.B., Cornell University, 191 5Lionel D. EdieS.B., Colgate University, 19 15A.M., ibid., 1916Arthur Thompson EvansA.B., University of Illinois, 191 2A.M., University of Colorado, 1915 RomanceGreekGeologyBotanyHistoryZoologySociologyGeologyReligious EducationLatinHousehold AdministrationGermanRomancePhysicsGermanOriental Languages andLiteraturesPolitical ScienceBotanyTHE AWARD OF FELLOWSHIPS 1917-18 181Emanuel Bernard Fink PathologyS.B., University of Chicago, 1914Ida Capen Fleming GreekA.B., McKendree College, 1884A.M., University of Chicago, 1913Bernard Freyd PhilosophyA.B., University of Washington, 1916A.M., ibid., 19 17Mont Robertson Gabbert PhilosophyA.B., Transylvania College, 19 15A.M., ibid., 1916Helen Gardner History of ArtA.B., University of Chicago, 1901Cornelius Gouwens MathematicsS.B., Northwestern University, 1910M.A., University of Illinois, 19 nErnest Hahn HistoryDiploma, Concordia CollegeMary Grace Hamilton EnglishA.B., University of California, 191 2A.M., ibid., 1913Rodney Beecher Harvey BotanyS.B., University of Michigan, 1915Albert Eustace Haydon Systematic TheologyA.B., McMaster University, 1901Th.B., ibid., 1903D.B., ibid., 1906A.M., ibid., 1907Lesley Henshaw HistoryA.B., University of Cincinnati, 19 10A.M., ibid., 191 1Alison Pugh Hickson PhysicsA.B., Furman University, 1901Laird Thomas Hites Religious EducationA.B., William Jewell College, 1915A.M., University of Chicago, 1916Helen Sard Hughes EnglishPh.B., University of Chicago, 19 10A.M., ibid, 1911William Andrew Irwin Old TestamentA.B., University of Toronto, 1915A.M., ibid., 1916Clyo Jackson New TestamentA.B., University of Toronto, 1905A.M., ibid., 1909Howard Eikenberry Jensen SociologyA.B., University of Kansas, 1914A.M., ibid., 1915Jens Peter Jensen Political EconomyA.B., Dakota Wesleyan University, 1913William Polk Jesse PhysicsA.B., University of Missouri, 19 13M.E., ibid., 1913Henry Albert Jones BotanyS.B., University of Nebraska, 1916182 THE UNIVERSITY RECORDRockwell Cresap JourneyA.B., University of Missouri, 191 2A.M., ibid., 1913Herbert Hiram KingA.B., Ewing College, 1904A.M., ibid., 1906S.M., Kansas State Agricultural College, 191 5Ernest Preston LaneA.B., University of Tennessee, 1909A.M., University of Virginia, 1913Harry Barney LeveyA.B., Indiana University, 19 16George Everett MarshS.B., Massachusetts Institute of Technology,1901E.E., Armour Institute of Technology, 1909John R. MarshallS.B., Queen's University, 1915Edward Charles MasonA.B., Drury College, 1914Baldwin MaxwellA.B., University of North Carolina, 19 15A.M., ibid., 1915Robert Valentine MerrillA.B., Oxford University, 1916Howard E. MiddletonS.B., Iowa State College, 1916George Elmer MillerSc.B., University of Wooster, 19 10Fred Benjamin MillettA.B., Amherst College, 191 2Erik Gustaf MobergS.B., University of North Dakota, 1916Lawrence Earl McAllisterA.B., Oberlin College, 19 16Jackson Benjamin McKinneyA.B., Marietta College, 1909A.M., Ohio State University, 19 13David McLarenA.B., University of Toronto, 1915A.M., ibid., 1916Henry Max McLaughlinS.B., Ohio University, 1914A.M., Ohio State University, 1915Eva May NewmanA.B., Leland Stanford Jr. University, 1915A.M., ibid., 1916Arthur Frederick PeineA.B., Illinois Wesleyan, 191 1A.M., University of Illinois, 19 13Thomas Guthrie PhillipsS.B. in Agriculture, Ohio State University, 191 2S.M., ibid., 1913George Rawlings PoagePh.B., University of Chicago, 1916 Political ScienceChemistryMathematicsPhysiologyGeologyGeologyPhysiological ChemistryEnglishRomanceHygiene and BacteriologyChemistryEnglishZoologyPhysicsEnglishChemistryChemistryLatinHistoryBotanyHistoryTHE AWARD OF FELLOWSHIPS 1917-18Emma Feild PopeA.B., University of Chicago, 191 2A.M., ibid., 1913Anna Almy RaymondA.B., Mount Holyoke College, 1910John Andrew Rice, Jr.A.B., Tulane University, 191 1B.A., Oxford University, 1914William Leeds RichardsonA.B., University of Toronto, 191 1Mary Meda RisingA.B., Mount Holyoke College, 191 2Charles James RitcheyA.B., Drake University, 19 10A.M., ibid., 1911A.M., Yale University, 1913Edward Stevens RobinsonA.B., University of Cincinnati, 19 16Charles Chamberlain RootA.B., University of Michigan, 1909Leslie Truesdale RossA.B., University of Colorado, 19 16Mandayam A. SampathA.B., Presidency College, India, 1910S.M., University of Chicago, 1916(Ezra) Dwight SandersonS.B. in Agriculture, Cornell University, 1898Noel Gharrett SargentA.B., University of Washington, 19 15A.M., University of Minnesota, 1916Winfield ScottA.B., Oberlin College, 191 2S.M., University of Washington, 1916Howard Martin SheaffA.B., University of Nebraska, 1910James Blaine ShouseA.B., University of South Dakota, 1901A.M., University of Chicago, 1910Webster Godman SimonA.B., Harvard University, 19 14A.M., ibid., 19 15Robert W. SmithA.B., Amherst College, 1916Warren Braman SmithA.B., Carroll College, 191 2Caroline SparrowA.B., Goucher College, 1900A.M., ibid., 1903Leland Johnson StacyA.B., St. Lawrence University, 1909DeWitt Talmage StarnesA.B., University of Chattanooga, 191 1A.M., University of Chicago, 1916Hannah Bard SteeleA.B., Swarthmore College, 1909A.M., ibid., 191 2 EnglishGreekLatinEducationChemistryNew TestamentPsychologyEducationRomanceBotanySociologyPolitical ScienceChemistryPhysiological ChemistryEducationMathematicsPolitical EconomyAnatomyHistoryPhysicsEnglishAstronomy184 THE UNIVERSITY RECORDIrvine Emerson Stewart GeologyA.B., McMaster University, 19 14A.M., ibid., 1915Lloyd Lincoln Stewart GeologyA.B., Leland Stanford Jr. University, 1914A.M., University of California, 1916Thomas Munger Stokes PsychologyA.B., University of Texas, 1915A.M., ibid., 1916Calvin Perry Stone PsychologyA.B., Valparaiso University, 1913A.M., Indiana University, 1916Walter Johann Swartz LatinA.B., William Jewell College, 1912A.M., University of Chicago, 19 13Herman Vance Tartar ChemistryS.B., Oregon Agricultural College, 1902John Wilson Taylor GreekA.B., University of Toronto, 19 14A.M., ibid., 1916Frederic Milton Thrasher SociologyA.B., De Pauw University, 19 15Lewis Francis Thomas GeographyS.B., Denison University, 1910M.S., University of Missouri, 191 7Walter Carl Toepelman GeologyA.B., University of Oklahoma, 19 16Lois Tread well PsychologyA.B., Vassar College, 1914A.M., ibid., 1916Arthur Emanuel Wald GermanA.B., Augustana College, 1905Eunice Wattenbarger HistoryPh.B., University of Chicago, 19 16Charles Edward Watts PathologyS.B., University of Idaho, 19 13Wanda Weniger BotanyS.B., Oregon Agricultural College, 1915S.M., University of Wisconsin, 1916Harry Montgomery Weeter BacteriologyA.B., Allegheny College, 191 1Paul Vining West EducationA.B., University of Denver, 1908M.A., ibid., 1915Benjamin Harrison Willier ZoologyS.B., Wooster College, 19 15Warner F. Woodring HistoryA.B., Tri-State College, 1914Comer McDonald Woodward SociologyA.B., Emory College, 1900Katharine Denise Wollastine RomancePh.B., University of Chicago, 19 13Margaret Wooster PsychologyA.B., University of Nebraska, 1913A.M., ibid., 19 15Kia Lok Yen PhilosophyA.B., Cornell University, 19 15